Worklife Across the Lifespan

Abstract

An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

Development and Implementation of the Professional Interest Scale

“…Dolayısıyla bireylerin mesleki ilgi düzeylerinin zamanla belirgin bir şekilde farklılaşmadığı ifade edilebilir. Mesleki ilgi ve öz-yeterlik algıları, meslek seçiminde en önemli faktörler olarak öne çıkmaktadır (Baker, Larson ve Seipel, 2019;Larson, 2012). Çalışmadaki katılımcıların mesleki ilgi ve öz-yeterlik algılarının mesleki ilgileri çerçevesinde geliştiği ifade edilebilir.…”

“…Mesleki ilgiler iş yaşamında da etkili olabilmektedir. Mesleki ilgi ve öz-yeterlik algıları mesleki seçim sürecini etkileyen en önemli faktörler olarak görülmektedir (Baker, Larson ve Seipel, 2019;Larson, 2012). Bu kavramlar ile bireylerin çevreleri hakkında karar verdikleri anlaşılmaktadır.…”

Integrative approaches to career intervention.

“…Recent research has emphasized empirical connections between multiple constructs such as selfefficacy and interests (Rottinghaus, Larson, & Borgen, 2003), personality and interests (Larson, Rottinghaus, & Borgen, 2002), and personality and self-efficacy (Hartman & Betz, 2007) and how they relate to work life generally (Larson, 2012). Accordingly, test developers now present profiles including combined results across constructs and link results to online occupational information in the Occupational Information Network (O*NET) or Occupational Outlook Handbook (Bureau of Labor Statistics, U.S. Department of Labor, 2010).…”

“…Within the workplace, Conscientiousness relates to numerous important outcomes, including job performance (Barrick & Mount, 1991). Practitioners can obtain personality information from a variety of commonly available measures (see Volume 1, Chapter 18, this handbook), and results may yield important insights into how clients approach their career development tasks throughout the life span (Larson, 2012).…”