The impact of person-environment fit on grades, perceived gains, and satisfaction: an application of Holland’s theory

Rocconi, Louis M.; Liu, Xiqian; Pike, Gary R.

doi:10.1007/s10734-020-00519-0

Cited by 31 publications

(21 citation statements)

References 36 publications

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“…According to the third proposition of Holland's theory, students flourish in academic environments that are congruent with their personality types. Research using college major as a proxy for academic fit has confirmed this congruence prediction (Feldman et al, 1999, 2001; Rocconi et al, 2020). Other research using subjective, self‐report measures of academic fit has yielded similar support for Holland's congruence proposition, both cross‐sectionally (Etzel & Nagy, 2015; Li et al, 2013) and longitudinally (Schmitt et al, 2008).…”

Section: Literature Reviewmentioning

confidence: 90%

Grit, fit, gender, and academic achievement among first‐year college students

Whipple

Dimitrova‐Grajzl

2020

Psychology in the Schools

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Academic achievement is a known predictor of career trajectory and future earnings. Thus, a great deal of research has been devoted to understanding the variables that impact academic achievement. The purpose of the current study is to extend existing scholarly work by examining the predictive power of both cognitive and noncognitive variables on first-year academic achievement of students at a military college. We focus on the concepts of grit and person-environment (P-E) fit as our key noncognitive predictors of success. We investigate if grit affects academic achievement and if it operates differently for men and women. Given the unique educational setting of our study, we capture a P-E fit by examining whether a student is a recipient of an ROTC scholarship. Our empirical results suggest that grit has a positive effect on college grade point average for male participants but not a significant effect on female participants. Furthermore, we find that ROTC scholarships, as a proxy for fit, positively predict first-year academic achievement. These findings have policy implications for admissions and financial aid offices as well as teachers and support staff.

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Section: Literature Reviewmentioning

confidence: 90%

Grit, fit, gender, and academic achievement among first‐year college students

Whipple

Dimitrova‐Grajzl

2020

Psychology in the Schools

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“…Consequently, students may avoid taking this risk, opting to stick to the more conventional behavioral patterns, even when other choices would better fit their personal preferences. In addition to the societal consequences outlined above, this may result in inferior educational outcomes, since students who choose a career path or major that does not fit their goals, interests, or personality type have lower choice satisfaction, consistency, and persistence within the chosen path (Holland, 1996;Rocconi et al, 2020;Suhre et al, 2007). The high dropout rates from beaten path programs suggest that simply following common behavioral choice patterns may be a poor decision for high school students (Neugebauer et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Do students need more information to leave the beaten paths? The impact of a counseling intervention on high school students’ choice of major

Piepenburg

Fervers

2021

High Educ

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Despite an almost endless list of possible study programs and occupational opportunities, high school students frequently focus on pursuing a small number of well-known study programs. Students also often follow gender-typical paths and restrict their attention to study programs in which the majority of students consists of same-gendered people. This choice pattern has far-reaching consequences, including persistent gender segregation and an undersupply of graduates in emerging sectors of the industry. Building on rational choice and social psychological theory, we argue that this pattern partly occurs due to information deficits that may be altered by counseling interventions. To assess this claim empirically, we evaluated the impact of a counseling intervention on the intended choice of major among high school students in Germany by means of a randomized controlled trial (RCT). We estimate the effect by instrumental variable estimation to account for two-sided non-compliance. Our results show that the intervention has increased the likelihood that participants will consider less well-known or gender-atypical study programs, particularly for high school students with lower starting levels of information. Supplementary analyses confirm that a positive impact on information seems to be one of the relevant causal mechanisms. These results suggest that counseling services have the potential to guide high school students to less gender-typical and well-known majors, possibly reducing gender segregation and smoothing labor market transitions after graduation.

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“…Academic achievements (grade levels), the majority of which are issued by faculty members who are actively engaged in the academic environment, are indeed clear rewards for good behavior. Rocconi et al [55] also found that P-E fit is positively related to self-reported grades. Previous research found that students make major choices based on personal and environmental factors [29].…”

Section: Discussionmentioning

confidence: 93%

Does a Person-Environment-Fit Promote the Academic Achievement of Hearing-Impaired Students in Malaysian Polytechnics? The Mediating Effects of Satisfaction and Adjustment

Azizan

Roslan

Abdullah

et al. 2021

IJERPH

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(1) This study investigates the influence of a person-environment-fit on academic achievement and examines mediating effects of adjustment and satisfaction on this relationship; (2) Methods: Data were collected from a sample of 195 hearing-impaired students from five polytechnics in Malaysia that offered the Special Skills Certificate program; (3) Results: Results revealed that the two constructs of the person-environment approach: personality-major fit and needs-supplies fit were positively associated with academic achievement. The adjustment was found to mediate this relationship. Taken together, these results signal that the person-environment constructs contribute to the academic achievement of hearing-impaired students and that adjustment is instrumental in elucidating this relationship; (4) Conclusions: The finding adds to the data, indicating that the person-environment-fit is a possible model of inclusion for hearing-impaired students and also provides initial data about the functioning of hearing-impaired students in Malaysian polytechnics.

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The impact of person-environment fit on grades, perceived gains, and satisfaction: an application of Holland’s theory

Cited by 31 publications

References 36 publications

Grit, fit, gender, and academic achievement among first‐year college students

Grit, fit, gender, and academic achievement among first‐year college students

Do students need more information to leave the beaten paths? The impact of a counseling intervention on high school students’ choice of major

Does a Person-Environment-Fit Promote the Academic Achievement of Hearing-Impaired Students in Malaysian Polytechnics? The Mediating Effects of Satisfaction and Adjustment

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