Vocational decision status and the effect of four types of occupational information on cognitive complexity

Cesari, Joan P.; Winer, Jane L.; Piper, Kathleen Riser

doi:10.1016/0001-8791(84)90045-9

Cited by 31 publications

(32 citation statements)

References 15 publications

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“…Reviews of the latter can be found in Jankowicz (1987;1989). Within the vocational counseling arena per se, reptests have figured prominently in testing structural models of vocational development (Neimeyer & Metzler, 1987b;Winer & Gati, 1986), examining aspects of career information processing (Cesari, Winer, & Piper, 1984;Nevil et al, 1986), and exploring career value hierarchies (Cochran, 1983;Metzler & Neimeyer, 1989). In each of these areas, scores derived from reptest methodology have provided useful means of operationalizing variables of significance to vocational behavior and career counseling.…”

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confidence: 99%

Applications of Repertory Grid Technique to Vocational Assessment

Neimeyer

1989

Jour of Counseling & Develop

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confidence: 99%

Applications of Repertory Grid Technique to Vocational Assessment

Neimeyer

1989

Jour of Counseling & Develop

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“…The relationship between cognitive differentiation and vocational behavior has been examined by Bodden (1970) and his colleagues (Bodden & James, 1976;Bodden & Klein, 1972;Cesari et al, 1984). The relationship between cognitive differentiation and vocational behavior has been examined by Bodden (1970) and his colleagues (Bodden & James, 1976;Bodden & Klein, 1972;Cesari et al, 1984).…”

Section: Cognitive Structure and Vocational Developmentmentioning

confidence: 99%

“…For example, Haase et al (1979) found that negative and mixed-valence (positive and negative) information does not pro-duce the decrement in differentiation that characterized those receiving only positive information. Despite these qualifications, however, the finding that occupational information fails to increase vocational differentiation as predicted has raised questions regarding the value of differentiation as a vocational variable (Cesari et al, 1984). Recent work has replicated these findings (Cesari et al, 1984) and generalized them over time and across several types of interventions in more naturalistic contexts (Neimeyer & Ebben, 1985).…”

Section: Cognitive Structure and Vocational Developmentmentioning

confidence: 99%

Personal Construct Systems in Vocational Development and Information-Processing

Neimeyer

1989

Journal of Career Development

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In their prodigious task of reviewing the literature on &dquo;work&dquo; from ancient Greece through contemporary cultures, the Task Force on Work (1973) reported that people have worked for a wide variety of reasons across the ages: To sustain life, to maintain contact with reality, to produce essential goods and services, to structure time, to fulfill themselves, to attain status, and to improve society, as well as to incur the divine blessing or curse of prevailing deities. These alternatave constructions highlight cultural, temporal, and personal variations in vocational meanings, and much of the contemporary work in information-processing seeks to better understand the processes undergirding these variations.In writing his Psychology of Personal Constructs more than 30 years ago, Kelly (1955) was keenly aware of the psychological significance of these variations, recognizing vocational development as &dquo;one of the principal means by which one's life role is given clarity and meaning&dquo; (p. 751). This paper examines in greater detail some of the implications of Kelly's thinking regarding vocational informationprocessing and development. It is written with the belief that the theory has significant contributions to make to the study of issues currently confronting the field of vocational development.Among these issues are three broad concerns. The first involves the importance of theoretical development within vocational research. The long history of demographically oriented studies of vocational behavior has generated considerable information regarding factors relevent at FLORIDA INTERNATIONAL UNIV on July 3, 2015 jcd.sagepub.com Downloaded from

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“…Unexpectedly, the results of their work showed that occupational information led to a decrease, rather than an increase, in levels of vocational differentiation. Specifically, decrements in differentiation occurred only when individuals received exclusively positive occupational information (Haase et al, 1979;Cesari et al, 1984); negative information led to no change in differentiation scores. However, this effect was qualified by subsequent research that found that &dquo;increases in cognitive simplicity are not a uniform outcome of information, per se, but rather ... a function of the type of occupational information presented to the re-spondent&dquo; (Haase et al, 1979, p.299).…”

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confidence: 92%

“…Especially noteworthy was Bodden's (1970) early report that individuals with better differentiated vocational construct systems (i.e., systems marked by a greater number of different constructs for viewing the world of work) tend to make more appropriate career decisions. These efforts led researchers to look to one of the principle means of career intervention, the provision of occupational information (Bodden & James, 1976;Cesari, Winer, & Piper, 1984;Haase, Reed, Winer, & Bodden, 1979;Neimeyer & Ebben, 1985;Parr, 1991;Super, 1957). These efforts led researchers to look to one of the principle means of career intervention, the provision of occupational information (Bodden & James, 1976;Cesari, Winer, & Piper, 1984;Haase, Reed, Winer, & Bodden, 1979;Neimeyer & Ebben, 1985;Parr, 1991;Super, 1957).…”

mentioning

confidence: 99%