Similarity of vocational interest profiles within families: A person‐centered approach for examining associations between circumplex profiles

Etzel, Julian M.; Lüdtke, Oliver; Wagner, Jenny; Nagy, Gabriel

doi:10.1111/jopy.12418

Cited by 11 publications

(13 citation statements)

References 49 publications

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“…In addition, career awareness may be low for occupations that entail low-observable interests. Role models and parents are influential sources of career development (Etzel et al, 2019; Gibson, 2004; Hartung et al, 2005; Lent et al, 1994; Oliveira et al, 2020; Xu, 2021). If some interests are difficult to observe, individuals may not see their interests reflected in potential role models, parents, or other figures.…”

Section: Consequences Of Subjective Characteristicsmentioning

confidence: 99%

Judging What Others Enjoy: Desirability and Observability of Interests

McIntyre

2021

Journal of Career Assessment

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Interests guide major life decisions such as choosing a career path, yet little is known about the subjective characteristics of individual differences in interests. Prior research on personality traits has demonstrated that subjective trait perceptions influence the validity and reliability of personality assessments. The current work expands the study of these subjective characteristics to individual differences in interests. Desirability and observability were assessed among 13 constructs: person orientation, thing orientation, RIASEC career interests, and Big Five traits. Judgments of interest dimensions varied considerably, with socially-related interests rated more desirable than thing-related interests. Some career-related interests were low in observability, and thus may be susceptible to being overlooked or categorized inaccurately. The patterns observed in interest characteristics were comparable to patterns in career choice hit rates, occupational prestige, and self-other convergence. The findings advance knowledge of differences between interest dimensions and suggest that subjective perceptions should be considered in interest assessment.

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Section: Consequences Of Subjective Characteristicsmentioning

confidence: 99%

Judging What Others Enjoy: Desirability and Observability of Interests

McIntyre

2021

Journal of Career Assessment

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“…This is even more true when looking at the aspect of interest congruence. Among other topics, previous research dealing with interest congruence focused on the measurement of interest congruence (e.g., Camp and Chartrand, 1992; Brown and Gore, 1994), its connection to outcome variables (e.g., Tsabari et al, 2005; Nye et al, 2012) or the congruencies between the individual’s interests and the interests of her or his socialization group (e.g., Luttenberger et al, 2014; Etzel et al, 2018; Hartmann, 2018; Ertl and Hartmann, 2019). So far, research has barely dealt with the more specific topic of interest congruence within STEM fields: the Scopus research just revealed one relevant hit that investigates interest congruence as one variable among others for predicting IT job satisfaction (Carpenter et al, 2018).…”

Section: Measuring the Congruence Between A Person’s Interests And Thmentioning

confidence: 99%

The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Ertl

Hartmann

2019

Front. Psychol.

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The goal of the following study is to investigate whether first-year students in STEM fields that have a low proportion of females (STEM-L) show vocational interests that fit their vocational aspirations. To place our investigation into a broader context, we compared students in STEM-L with students of STEM subjects with a medium proportion of women (STEM-M) as well as with other subjects with a medium or a high proportion of females. We analyzed their vocational interests, vocational aspirations and their interest congruence. In both the comparison regarding interest profiles and the comparison of vocational aspirations, we focused on the things-orientation and people-orientation, all while taking respective gender differences into account. Following the suggestion from previous studies, in a further step we differentiated between subjects within STEM-L. Using data from the German National Educational Panel Study (NEPS), we analyzed the interest congruence of 5,530 male and 7,406 female students in STEM majors (with a low or medium proportion of women) and non-STEM majors (with a medium or high proportion of women). Students from different subjects showed different magnitudes regarding their things- and people-orientation. STEM-L students had a high things-orientation and a low people-orientation regarding both their interests and aspired occupations. Students of STEM-L and STEM-M showed a lower interest congruence than students from other subjects. With the exception of education, gender differences regarding the people- and things-orientation also existed within most of the subjects. Gender differences partly remain when distinguishing between the different subjects within STEM-L. And so, the result that not all STEM-L subjects are “created equal” is discussed in the context of their theoretical and methodological aspects.

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“…For example, Warwas et al (2009) were able to show that mathematical literacy was positively associated with interest profiles with a predominantly Realistic orientation and negatively associated with profiles with a predominantly Artistic orientation. Furthermore, Etzel et al (2019) analyzed the similarity of vocational interest profiles within families and found the profiles of mothers and fathers, as well as those of parent-child dyads, to be significantly more similar than those of corresponding randomly paired dyads. Both Nagy et al (2012) and Volodina, Nagy, and K€ oller (2015) found that students' educational choices were strongly related to their interest profiles.…”

Section: Vocational Interests and Interest Profilesmentioning

confidence: 99%

“…In general, analyses of the relationships of vocational interests with vocational and educational outcomes (e.g., Le et al., 2014; Nye et al., 2017; Van Iddekinge et al., 2011), of their similarity within groups (e.g., Etzel et al., 2019), and of their stability (e.g., Tracey et al., 2005; Xu & Tracey, 2016) can be approached by taking one of two general methodological perspectives. The most commonly adopted perspective is known as the variable-centered approach (e.g., Furr & Funder, 2004).…”

Section: Introductionmentioning

confidence: 99%

Stability and change in vocational interest profiles and interest congruence over the course of vocational education and training

Etzel

Nagy

2021

Eur J Pers

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The current study is concerned with the stability of and changes in vocational interest profiles and interest congruence in vocational education and training (VET). Specifically, we examined (1) the stability of vocational interest profiles, (2) the existence of occupational socialization effects that manifest themselves as increases in person-environment (P-E) congruence, and (3) the question of whether or not changes in P-E congruence are psychologically relevant because they are related to trainees’ attitudes towards their VET course. We used data from a three-wave longitudinal sample comprising N = 2611 trainees from five different VET courses in Germany. Through the use of meta-analytical aggregation techniques, we were able to analyze interindividual differences in intraindividual interest stability and P-E congruence and to relate these differences to trainees’ satisfaction with VET. On average, interest profiles turned out to be highly stable over the entire course of VET. However, we found substantial interindividual and intergroup differences in interest stability. Average P-E congruence increased slightly in two groups, providing only little evidence for the presumed socialization effects. Nevertheless, interindividual differences in P-E congruence and changes in P-E congruence were psychologically relevant because they were linked to trainees’ satisfaction with their VET course and changes therein.

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Similarity of vocational interest profiles within families: A person‐centered approach for examining associations between circumplex profiles

Cited by 11 publications

References 49 publications

Judging What Others Enjoy: Desirability and Observability of Interests

Judging What Others Enjoy: Desirability and Observability of Interests

The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Stability and change in vocational interest profiles and interest congruence over the course of vocational education and training

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