Using Occupational Information to Increase Vocational Differentiation

Moore, Margaret; Neimeyer, Greg J.

doi:10.1177/089484539201900101

Cited by 4 publications

(5 citation statements)

References 18 publications

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“…By contrast, differentiation increases when information disconfirms expectations: Both negative information about favorable careers and positive information about unfavorable careers increase vocational differentiation. This effect appears to operate across provided and personally elicited constructs (Moore & Neimeyer, 1992). When, as in this study, information provides a mixture of confirmatory and disconfirmatory information (i.e., mixed-valence information), no such decrement occurs (see Cesari et al, 1984).…”

Section: Discussionmentioning

confidence: 95%

“…Together with similar results from other studies, this finding supports the notion that the often-cited decrement in vocational differentiation associated with positive occupational information (Bodden & James, 1976; Neimeyer & Ebben, 1985) does not extend to mixed-valence information (Cesari et al, 1984). Instead, as Moore and Neimeyer (1992) have argued, the decrement effect may be limited to cases in which individuals read occupational information that supports prior (favorable or unfavorable) expectations regarding a set of occupations. As Moore and Neimeyer (1992) have shown, vocational differentiation decreases when individuals read positive occupational information regarding favorable careers or when they read negative information regarding negative careers.…”

Section: Discussionmentioning

confidence: 99%

“…Instead, as Moore and Neimeyer (1992) have argued, the decrement effect may be limited to cases in which individuals read occupational information that supports prior (favorable or unfavorable) expectations regarding a set of occupations. As Moore and Neimeyer (1992) have shown, vocational differentiation decreases when individuals read positive occupational information regarding favorable careers or when they read negative information regarding negative careers. By contrast, differentiation increases when information disconfirms expectations: Both negative information about favorable careers and positive information about unfavorable careers increase vocational differentiation.…”

Section: Discussionmentioning

confidence: 99%

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Effects of gender, construct type, occupational information, and career relevance on vocational differentiation.

Parr¹,

Neimeyer²

1994

Journal of Counseling Psychology

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This study was designed to replicate and extend previous research on 1 aspect of vocational structure, vocational differentiation. Results of a 2 (gender) X 2 (occupational information) X 2 (construct type) X 3 (career relevance) between Ss study revealed 2 sets of noteworthy findings. First, results replicated previous findings concerning the impact of each of these factors on levels of vocational differentiation. Higher levels of vocational differentiation were found in men than were found in women and were related to the use of personal constructs when Ss judged highly irrelevant career alternatives. Second, these effects were qualified by an interaction between construct type (personal and provided) and career relevance (high, mixed, and low). Personally elicited constructs were used with greater differentiation than were standard provided ones only when participants evaluated highly relevant career alternatives. This effect challenges longstanding assumptions regarding differences between personal and provided vocational constructs, and the implications of this are discussed.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of gender, construct type, occupational information, and career relevance on vocational differentiation.

Parr¹,

Neimeyer²

1994

Journal of Counseling Psychology

Self Cite

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“…Studies such as those cited herein and other works (e.g., Miller, Newell, Springer, & Wells, 1992;Moore & Neimeyer, 1992;Pryor & Pincham, 1986) have examined the usefulness and effectiveness of career information. This line of inquiry generally supports the utility of career information in optimizing career decision making.…”

Section: Career Information: Research Lines and Thematic Gapsmentioning

confidence: 99%

Work Illustrated: Attending to Visual Images in Career Information Materials

Hartung

1996

The Career Development Quart

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Career counselors use occupational information to help clients make informed vocational decisions. They would therefore be likely to benefit from understanding how visual images contained in such materials depict the world of work. A review of the literature on career information, however, reveals a significant lack of study of the visual content of career information materials. By taking account of visual images contained in career information resources, counselors can help clients to more effectively explore imagined versus known attributes of potential career-related environments. Several avenues for future research are explored.

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“…Kelly (2001, p. 135) uses the term ''vocational construct system'' about constructs related to work role and vocational choice. They are personal constructs about the vocational domain and are defined as cognitive frameworks that allow individuals to understand, anticipate, and modify career-related events (Moore & Neimeyer, 1992).…”

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confidence: 99%

Occupational Thinking and Its Relation to School Dropout

Vilhjálmsdóttir

2010

Journal of Career Development

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The aim of this longitudinal research is to explore whether poorly organized occupational thinking contributes to school dropout. The 377 students in the sample were 15-16 years old when they participated in an evaluative study on career education. Kelly's method of measuring vocational constructs, the repertory grid technique, was used to measure gains in the organization of occupational thinking. Information on educational progress was gathered in a follow-up study 8 years later to examine, whether gains in development on vocational constructs at age 15-16 increased the likelihood of graduating from upper secondary schools. Results show effects on dropping out from gender and grades. A comparison between the groups that graduated and dropped out showed that gains in organized occupational thinking at age 15-16 predict graduation from vocational education, controlling for effects of social factors and grades.

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Using Occupational Information to Increase Vocational Differentiation

Cited by 4 publications

References 18 publications

Effects of gender, construct type, occupational information, and career relevance on vocational differentiation.

Effects of gender, construct type, occupational information, and career relevance on vocational differentiation.

Work Illustrated: Attending to Visual Images in Career Information Materials

Occupational Thinking and Its Relation to School Dropout

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