Interest differentiation in high school and vocational indecision in college

Lunneborg, Patricia W.

doi:10.1016/0001-8791(75)90071-8

Cited by 41 publications

(31 citation statements)

References 5 publications

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“…In other words, when students can identify a deep and specific career interest they will have better preparation in the planning and making of a career decision, conducting exploration of career fields, and making career decisions based on their interest and information about their career. This result is consistent with previous studies conducted by Holland et al (1975) and Lunneborg (1975). On the contrary, students with low level interest differentiation cannot identify deep and specific interest, and this vagueness of interest eventually makes it more difficult for them to make career decisions.…”

Section: Discussionsupporting

confidence: 92%

Diversity in Unity: Perspectives from Psychology and Behavioral Sciences

Ariyanto¹,

Muluk²,

Newcombe³

et al. 2017

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Section: Discussionsupporting

confidence: 92%

Diversity in Unity: Perspectives from Psychology and Behavioral Sciences

Ariyanto¹,

Muluk²,

Newcombe³

et al. 2017

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“…The authors concluded that the 16PF Questionnaire is a useful instrument for identifying the personality profile of students who are likely to have academic problems (Peng et al 1995). Huxham et al (1985) administered the 16PF questionnaire and the EPI (Eysenck & Eysenck 1964, 1975) to a cohort of 142 medical students in Australia in the second and sixth years of medical school. These investigators were interested in examining changes in personality during medical school.…”

Section: Selected Personality Instruments Frequently Used In Medical mentioning

confidence: 99%

“…Furthermore, as suggested by Walters (1982), a lack of commitment to a career in medicine (reflected in the low interest category) could negatively influence academic performance in medical school. Some reported that vocationally undecided students were more likely to perform poorly in medical school than their vocationally decided counterparts (Rose & Elton 1971;Lunneborg 1975Lunneborg , 1976.…”

Section: (12) the Medical Specialty Preference Inventorymentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

120

132

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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“…Whereas Neice and Bradley (1979) found empirical evidence identifying age to be an "extremely important factor in career decidedness" (p. 275), other studies did not find any significant differences between younger and older students (e.g. Lunneborg, 1975, Daniels et al, 2011. Regarding the income or education of students' parents and their effect on career certainty, empirical studies did not find any significant results (Ashby, Wall & Osipow, 1966;Holland and Holland, 1977).…”

Section: Theoretical Backgroundmentioning

confidence: 96%

“…The results suggest that there was no significant difference in the career certainty of males and females (e.g. Harren et al, 1978;Lunneborg, 1975;Daniels et al, 2011;Guay et al, 2003;Esters, 2007). The age of students was also the subject of research and led to conflicting results.…”

Section: Theoretical Backgroundmentioning

confidence: 97%

Career Certainty: Differences Between Career Certain and Uncertain Engineering Students

Schadl

Sheppard

Chen

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript.c American Society for Engineering Education, 2017 Career Certainty: Differences between career certain and uncertain engineering students AbstractTo gain a deeper understanding of the career decisions of undergraduate engineering students, this research paper explores the differences between students who show a high degree of career certainty and those who are rather uncertain about what their professional future should look like. These analyses were based on a dataset from a nationwide survey of engineering undergraduates (n=5,819) from 27 institutions in the United States. The survey was designed with an interest in understanding engineering students' career pathways. For the purpose of this study, students were designated as either "career uncertain" or "career certain" according to their survey answers. Those two groups were then compared against a variety of background characteristics, past experiences and personality variables.The results suggest that career uncertain and career certain students do not differ on background variables such as gender, age or family income. However, when it comes to students' past experiences, the percentage of students who had already gained internship experiences during their time in college was significantly higher among career certain students as compared to career uncertain students. As expected, seniors were more certain about their professional future than juniors. Similarly, a higher percentage of career certain students reported talking about their professional future with other students or faculty members more frequently. Furthermore, career certain students were significantly more likely to show a higher level of innovation self-efficacy and engineering task self-efficacy. In addition, career certain students were more likely to have career goals that involved innovation and they also considered several job characteristics as more important than did uncertain students. On average, career certain engineering students were also more certain about staying in engineering one, five and ten years after graduation.Overall, the results of this research suggest that more hands-on experiences and fostering stronger beliefs in their engineering skills can contribute to undergraduates becoming more certain about their future professional careers.

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Interest differentiation in high school and vocational indecision in college

Cited by 41 publications

References 5 publications

Diversity in Unity: Perspectives from Psychology and Behavioral Sciences

Diversity in Unity: Perspectives from Psychology and Behavioral Sciences

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Career Certainty: Differences Between Career Certain and Uncertain Engineering Students

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