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Urhahne D, Wijnia L. Theories of Motivation in Education: an Integrative Framework. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09767-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
AbstractSeveral major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
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Ertl B, Hartmann FG, Wunderlich A. Stability of Vocational Interests During University Studies. JOURNAL OF INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1027/1614-0001/a000392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
Abstract
Abstract: Students’ vocational interests can be described by Holland’s theory of occupational choice. Holland distinguishes six interest dimensions here: realistic, investigative, artistic, social, enterprising, and conventional. Although these attributes are relatively stable during adolescence, their stability increases dramatically during university studies. Because vocational interests are often a factor in career counseling and the choice of what to study, it is essential to investigate the extent to which they develop during the first years of college. This study examines the NEPS first-year student cohort to investigate the stability of students’ interests and aspirations. The paper analyzes 2,442 male and 3,435 female students who studied within one of six major study clusters and provided data about their vocational interests at Wave 1 (study entry) and Wave 9 (about 4.5 years later close to the end their studies). The study’s results show strong and highly significant correlations for all interest dimensions, as well as a high stability of students’ aspirations. The correlations were strongest for artistic interests and weakest for conventional interests and were distinguishable between most dimensions. Furthermore, the analyses showed notable differences with respect to gender and field of study. Further analyses went beyond a variable-centered towards a person-centered approach showing that students with a stable interest vector also displayed higher profile correlations and a higher person-environment fit. The analysis shows that 28% of the sample are still developing their interests. This indicates notable adaption processes during university time that should be factored into course design, career counseling, and further research.
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Affiliation(s)
- Bernhard Ertl
- Learning and Teaching with Media, Institute of Education, Department of Human Sciences, Universität der Bundeswehr München, Neubiberg, Germany
| | - Florian G. Hartmann
- Division of Psychological Assessment, Department of Psychology, Paris Lodron University Salzburg, Austria
| | - Anja Wunderlich
- Learning and Teaching with Media, Institute of Education, Department of Human Sciences, Universität der Bundeswehr München, Neubiberg, Germany
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Lacroix E, Smith AJ, Husain IA, Orth U, von Ranson KM. Normative body image development: A longitudinal meta-analysis of mean-level change. Body Image 2023; 45:238-264. [PMID: 36965235 DOI: 10.1016/j.bodyim.2023.03.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 02/20/2023] [Accepted: 03/08/2023] [Indexed: 03/27/2023]
Abstract
This meta-analysis synthesized longitudinal data on mean-level change in body image, focusing on the constructs of body satisfaction and dissatisfaction, body esteem, perceived attractiveness, valuation, self-objectification, and body shame. We searched five databases and accessed unpublished data to identify studies that assessed body image at two or more time points over six months or longer. Analyses were based on data from 142 samples representing a total of 128,254 participants. The age associated with the midpoint of measurement intervals ranged from 6 to 54 years. Multilevel metaregression models examined standardized yearly mean change, and the potential moderators of body image construct, gender, birth cohort, attrition rate, age, and time lag. Boys and men showed fluctuations in overall body image with net-improvements between ages 10 and 24. Girls and women showed worsening body image between ages 10 and 16, but improvements between ages 16 and 24. Change was greatest between ages 10 and 14, and stabilized around age 24. We found no effect of construct, birth cohort, or attrition rate. Results suggest a need to revise understandings of normative body image development: sensitive periods may occur somewhat earlier than previously believed, and body image may show mean-level improvements during certain age ranges.
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Affiliation(s)
- Emilie Lacroix
- Department of Psychology, University of New Brunswick, 38 Dineen Dr., Fredericton, NB E3B 5A3, Canada.
| | - Alyssa J Smith
- Department of Psychology, University of Calgary, 2500 University Dr. NW, Calgary, AB T2N 1N4, Canada
| | - Incé A Husain
- Department of Psychology, University of New Brunswick, 38 Dineen Dr., Fredericton, NB E3B 5A3, Canada
| | - Ulrich Orth
- Department of Psychology, University of Bern, Fabrikstrasse 8, 3012 Bern, Switzerland
| | - Kristin M von Ranson
- Department of Psychology, University of Calgary, 2500 University Dr. NW, Calgary, AB T2N 1N4, Canada
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Perone S, Anderson AJ, Weybright EH. Older and Wiser? Age-related Change in State and Trait Boredom During Adolescence and Associations with Neural Correlates of Self-regulation. ADAPTIVE HUMAN BEHAVIOR AND PHYSIOLOGY 2023; 9:1-17. [PMID: 37360189 PMCID: PMC10028326 DOI: 10.1007/s40750-023-00213-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 03/09/2023] [Accepted: 03/13/2023] [Indexed: 03/24/2023]
Abstract
Purpose The purpose of the current study was to examine age-related change in state and trait boredom in 12- to 17-year-old adolescents and test whether neurophysiological correlates of self-regulation relate to boredom during adolescence in the same way that has been found in adults. Methods Eighty-nine 12- to 17-year-old adolescents participated. Three types of trait boredom were measured: boredom proneness, leisure boredom, and boredom susceptibility. State boredom was also measured after completing a boredom induction task while EEG was recorded. Slopes in frontal alpha asymmetry (FAA) were extracted from the EEG as a measure of approach (leftward shifts) or avoidance (rightward shifts). Results A curvilinear relationship between age and boredom proneness and age and boredom susceptibility was observed, indicating trait boredom rises and falls across adolescence. State boredom, by contrast, increased linearly with age. Slopes in FAA inversely related only to boredom proneness, indicating higher levels of this type of trait boredom related to an avoidant response as a state of boredom ensues. Conclusion We suggest the rise and fall of trait boredom across adolescence may be due to changes in person-environment fit during middle adolescence, whereas state boredom may increase with age due to improvements in attentional processes that mundane lab tasks do not satisfactorily engage. The link between FAA and only one type of trait boredom indicates self-regulatory processes and boredom are not yet strongly coupled in adolescence. Implications for prevention of negative behavioral health outcomes associated with high levels of trait boredom are discussed.
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Affiliation(s)
- Sammy Perone
- Department of Human Development, Washington State University, 515 Johnson Tower, Pullman, WA 99163 USA
| | | | - Elizabeth H. Weybright
- Department of Human Development, Washington State University, 515 Johnson Tower, Pullman, WA 99163 USA
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Babarović T, Blažev M, Šverko I, Tracey TJG. Development of vocational gender stereotype attitudes scale (VGSA) for adolescents. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2023. [DOI: 10.1080/03069885.2023.2179596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/13/2023]
Affiliation(s)
- Toni Babarović
- Psychology, Ivo Pilar Institute of Social Sciences, Zagreb, Croatia
| | - Mirta Blažev
- Psychology, Ivo Pilar Institute of Social Sciences, Zagreb, Croatia
| | - Iva Šverko
- Psychology, Ivo Pilar Institute of Social Sciences, Zagreb, Croatia
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Wille B, De Fruyt F. The resurrection of vocational interests in human resources research and practice: Evidence, challenges, and a working model. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2023. [DOI: 10.1111/ijsa.12415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Affiliation(s)
- Bart Wille
- Department of Developmental, Personality, and Social Psychology Ghent University Ghent Belgium
| | - Filip De Fruyt
- Department of Developmental, Personality, and Social Psychology Ghent University Ghent Belgium
- Institute Ayrton Senna Chair @ Ghent University Ghent Belgium
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Baerg MacDonald K, Benson A, Sakaluk JK, Schermer JA. Pre-Occupation: A Meta-Analysis and Meta-Regression of Gender Differences in Adolescent Vocational Interests. JOURNAL OF CAREER ASSESSMENT 2023. [DOI: 10.1177/10690727221148717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Vocational interests have important implications for a range of life outcomes, such as satisfaction with career choice. Extending research on gender differences in vocational interests with adult samples, we sought to evaluate whether a similar pattern emerged during adolescence in a meta-analysis and explored moderators via meta-regression. Examining 41 studies using 3-level meta-analysis, gender differences in vocational interests are substantially accounted for using Holland’s RIASEC framework. Male adolescents have higher interests in Realistic and Investigative careers and female adolescents have higher interests in Social and Artistic careers. The differences were not moderated by year, national gender inequality ratings, or scale type. The study highlights that there are patterns in gender differences in the vocational interests of adolescents, that these differences reflect those found with adult samples, and that the differences have been stable over the past 80 years.
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Affiliation(s)
| | - Alex Benson
- Department of Psychology, The University of Western Ontario, London, ON, CA
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Roemer L, Steinmayr R, Ziegler M. Disentangling Stable and Malleable Components—A Latent State-Trait Analysis of Vocational Interests. JOURNAL OF RESEARCH IN PERSONALITY 2023. [DOI: 10.1016/j.jrp.2023.104353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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Zhao PJ, Gao XL, Zhao N, Luo ZS. Development of the short Creative Expression Interest Scale based on item response theory. Front Psychol 2022; 13:955176. [PMID: 36211866 PMCID: PMC9536256 DOI: 10.3389/fpsyg.2022.955176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Accepted: 08/08/2022] [Indexed: 11/13/2022] Open
Abstract
This study develops a short Creative Expression Interest Scale (CEIS) among Chinese freshmen based on the perspective of item response theory (IRT). Nine hundred fifty-nine valid Chinese freshmen participated in the Creative Expression Interest survey. Researchers applied the initial data for unidimensionality, item fit, discrimination parameter, and differential item functioning to obtain a short CEIS. The results show that the Short CEIS meets the psychometric requirements of the IRT. Pearson correlation coefficient of theta between the short and long CEIS is 0.922. The marginal reliability of the short CEIS is 0.799. These indicate that the short CEIS developed in this study among Chinese freshmen, meets the psychometric requirements. Although the Short CEIS can eliminate redundant, uninformative items, save time, and improve the quality of data collection. However, the validity of this short scale needs further validation.
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Affiliation(s)
- Peng Juan Zhao
- School of Psychology, Guizhou Normal University, Guiyang, China
| | - Xu Liang Gao
- School of Psychology, Guizhou Normal University, Guiyang, China
| | - Nan Zhao
- School of Education, Jiangxi Normal University, Nanchang, China
| | - Zhao Sheng Luo
- School of Psychology, Jiangxi Normal University, Nanchang, China
- *Correspondence: Zhao Sheng Luo
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Gong Z, Jiao X, Zhang M, Qu Q, Sun B. Effects of personal growth initiative on occupational engagement of college students in the uncertain social context: A cross-lagged model and a moderated mediation model. Front Psychol 2022; 13:988737. [PMID: 36211915 PMCID: PMC9533056 DOI: 10.3389/fpsyg.2022.988737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 09/07/2022] [Indexed: 12/05/2022] Open
Abstract
In recent years, the international social context has become increasingly volatile, uncertain, complex, ambiguous (VUCA), and college students need a high level of long-term occupational engagement to cope with the unpredictability of the current employment environment. In this context, this study used a longitudinal design to explore the relationship between personal growth initiative and occupational engagement among college students and, based on this, further explored the role of vocational identity and Big Five personality traits in it. This study used a questionnaire survey method and the study participants were 700 college students in Shandong, China. And the time interval between the two questionnaire measurements was 4 months, with 559 final valid participants (182 males and 377 females). The following results were found in this study: (1) The cross-lagged model found that personal growth initiative was a significant positive predictor of occupational engagement. (2) The moderated mediation model found that vocational identity mediated the relationship between personal growth initiative and occupational engagement, and that neuroticism among the Big Five personality traits played a moderating role, i.e., individuals with higher level of neuroticism personality trait had a relatively weaker positive predictive effect of vocational identity on occupational engagement. This study concludes that colleges and universities need to understand students' interests and personality traits and provide more targeted career education (e.g., intentional growth training and cognitive behavioral therapy) to promote their personal growth initiatives, reduce their neuroticism levels and in turn enhance their vocational identity in order to help college students achieve long-term sustainable occupational engagement in the uncertain social context.
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Affiliation(s)
- Zhun Gong
- Normal College, Qingdao University, Qingdao, China
| | - Xinian Jiao
- Normal College, Qingdao University, Qingdao, China
| | | | - Qunzhen Qu
- School of Economics and Management, Shanghai Maritime University, Shanghai, China
| | - Baicai Sun
- Normal College, Qingdao University, Qingdao, China
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Jiang R, Fan R, Zhang Y, Li Y. Understanding the serial mediating effects of career adaptability and career decision-making self-efficacy between parental autonomy support and academic engagement in Chinese secondary vocational students. Front Psychol 2022; 13:953550. [PMID: 36033072 PMCID: PMC9402251 DOI: 10.3389/fpsyg.2022.953550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 07/25/2022] [Indexed: 11/13/2022] Open
Abstract
This study investigated new avenues for understanding the association between parental autonomy support and academic engagement among Chinese secondary vocational students based on Self-Determination Theory and Career Construction Theory. We highlighted the mediator role of career adaptability and career decision-making self-efficacy in the relationship between parental autonomy support and academic engagement. Using self-reported data from 1,930 secondary vocational students in a city in Central China, we performed correlation analysis and mediation analysis by using SPSS and Mplus. The results revealed that parental autonomy support was positively associated with students’ academic engagement. Moreover, as an adaptability resource and adapting response, career adaptability and career decision-making self-efficacy played mediating roles between parental autonomy support and academic engagement. These findings offered crucial empirical evidence for understanding the association between parental support and academic engagement among Chinese secondary vocational students. Meanwhile, it also validated the application of Career Construction Theory in a sample of secondary vocational students in China and provided constructive insights for implementing diverse support measures to boost their academic and career development.
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National Gender Equality and AR CAG Repeats Among Resident Males. EVOLUTIONARY PSYCHOLOGICAL SCIENCE 2022. [DOI: 10.1007/s40806-022-00332-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Children’s vocational interests: The first psychometric validation of the multilingual iconographic professional interests inventory (MIPII) in Iran. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03165-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Varella MAC. Evolved Features of Artistic Motivation: Analyzing a Brazilian Database Spanning Three Decades. Front Psychol 2022; 12:769915. [PMID: 34992565 PMCID: PMC8724029 DOI: 10.3389/fpsyg.2021.769915] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 11/10/2021] [Indexed: 12/19/2022] Open
Abstract
Darwin explored the evolutionary processes underlying artistic propensities in humans. He stressed the universality of the human mind by pointing to the shared pleasure which all populations take in dancing, engaging in music, acting, painting, tattooing, and self-decorating. Artistic motivation drives/reinforces individuals to engage in aesthetically oriented activities. As curiosity/play, artistic behavior is hypothesized as a functionally autonomous activity motivated intrinsically through an evolved, specific, and stable aesthetic motivational system. The author tested whether artistic motivation is rather intrinsically sourced, domain-specific, and temporally stable using a large decades-long real-life public Brazilian database of university applications. In Study I, the author analyzed reasons for career-choice responded to by 403,832 late-adolescent applicants (48.84% women), between 1987 and 1998. In Study II, the author analyzed another career-choice reason question responded to by 1,703,916 late-adolescent applicants (51.02% women), between 1987 and 2020. Music, Dance, Scenic Arts, Visual Arts, and Literary Studies, in combination, presented a higher percentage of individuals reporting intrinsic factors (e.g., personal taste/aptitude/fulfillment) and the lower proportion reporting extrinsic motives (e.g., the influence of media/teacher/family, salary, social contribution/prestige) than other career groups. If artistic motivation were a recent by-product of general curiosity or status-seeking, artistic and non-artistic careers would not differ. Overall, intrinsic motives were 2.60–6.35 times higher than extrinsic factors; among artistic applicants’ were 10.81–28.38 times higher, suggesting domain-specificity. Intrinsic motivation did not differ among artistic careers and remained stable throughout the periods. Converging results corroborated a specific, stable, and intrinsically sourced artistic motivation consistent with its possible evolutionary origins.
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Role-Aware Information Spread in Online Social Networks. ENTROPY 2021; 23:e23111542. [PMID: 34828240 PMCID: PMC8618065 DOI: 10.3390/e23111542] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Revised: 11/10/2021] [Accepted: 11/15/2021] [Indexed: 12/29/2022]
Abstract
Understanding the complex process of information spread in online social networks (OSNs) enables the efficient maximization/minimization of the spread of useful/harmful information. Users assume various roles based on their behaviors while engaging with information in these OSNs. Recent reviews on information spread in OSNs have focused on algorithms and challenges for modeling the local node-to-node cascading paths of viral information. However, they neglected to analyze non-viral information with low reach size that can also spread globally beyond OSN edges (links) via non-neighbors through, for example, pushed information via content recommendation algorithms. Previous reviews have also not fully considered user roles in the spread of information. To address these gaps, we: (i) provide a comprehensive survey of the latest studies on role-aware information spread in OSNs, also addressing the different temporal spreading patterns of viral and non-viral information; (ii) survey modeling approaches that consider structural, non-structural, and hybrid features, and provide a taxonomy of these approaches; (iii) review software platforms for the analysis and visualization of role-aware information spread in OSNs; and (iv) describe how information spread models enable useful applications in OSNs such as detecting influential users. We conclude by highlighting future research directions for studying information spread in OSNs, accounting for dynamic user roles.
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Abstract
Personality psychology, which seeks to study individual differences in thoughts, feelings, and behaviors that persist over time and place, has experienced a renaissance in the last few decades. It has also not been reviewed as a field in the Annual Review of Psychology since 2001. In this article, we seek to provide an update as well as a meta-organizational structure to the field. In particular, personality psychology has a prescribed set of four responsibilities that it implicitly or explicitly tackles as a field: (a) describing what personality is-i.e., what the units of analysis in the field are; (b) documenting how it develops; (c) explaining the processes of personality and why they affect functioning; and (d) providing a framework for understanding individuals and explaining their actions, feelings, and motivations. We review progress made over the last 20 years to address these four agendas and conclude by highlighting future directions and ongoing challenges to the field. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
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Affiliation(s)
- Brent W Roberts
- Department of Psychology, University of Illinois at Urbana-Champaign, Urbana, Illinois 61820, USA; , .,Hector Research Institute of Education Sciences and Psychology, University of Tübingen, 72072 Tübingen, Germany
| | - Hee J Yoon
- Department of Psychology, University of Illinois at Urbana-Champaign, Urbana, Illinois 61820, USA; ,
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Gfrörer T, Stoll G, Rieger S, Trautwein U, Nagengast B. The Development of Vocational Interests in Early Adolescence: Stability, Change, and State-Trait Components. EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/08902070211035630] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Vocational interests predict major life outcomes such as job performance, college major choice, and life goals. It is therefore important to gain a better understanding of their development during the crucial years of late childhood and early adolescence, when trait-like interests are starting to develop. The present study investigated the development of vocational interests in a longitudinal sample, comprising N = 3,876 participants—assessed at four time points from ages 11 to 14. Stability, state-trait variance components, mean-level development, and gender differences in mean-levels of Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) dimensions were examined. Stabilities were moderate for all dimensions, but Realistic, Investigative, Social, and Conventional interests became more stable over time. For Realistic, Artistic, Social, and Conventional interests, the trait variance increased over time. At age 14, all dimensions had substantial trait variance components. The mean-levels of Realistic, Investigative, Artistic, and Conventional interests decreased over the 3 years (–0.44 < d < –0.24). Initial gender differences—with girls having higher Artistic and Social interests and boys having higher Realistic and Investigative interests—increased over time. By investigating the development of vocational interests in late childhood and early adolescence, we complement previous findings and provide first insights about state-trait proportions in early adolescence.
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Affiliation(s)
- Thomas Gfrörer
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Gundula Stoll
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Sven Rieger
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Benjamin Nagengast
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
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Hoff K, Van Egdom D, Napolitano C, Hanna A, Rounds J. Dream Jobs and Employment Realities: How Adolescents’ Career Aspirations Compare to Labor Demands and Automation Risks. JOURNAL OF CAREER ASSESSMENT 2021. [DOI: 10.1177/10690727211026183] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Despite a rapidly changing labor market, little is known about how youth’s career goals correspond to projections about the future of work. This research examined the career aspirations of 3,367 adolescents (age 13–18 years) from 42 U.S. states. We conducted a large-scale coding effort using the Occupational Information Network (O*NET) to compile the vocational interests, educational requirements, and automation risk levels of career aspirations. Results revealed that most adolescents aspired to careers with low potential for automation. However, there were large discrepancies between the sample’s aspirations and the types of jobs available when the sample entered the workforce. Almost 50% of adolescents aspired to either an investigative or artistic career, which together account for only 8% of the U.S. labor market. There were also notable trends across age and gender, such that aspirations were more gendered among younger adolescents, whereas older adolescents appeared less influenced by gender stereotypes. Overall, findings indicate important discrepancies between young people’s dream jobs and employment realities. We discuss how lofty career aspirations can have both positive and negative effects, and we present implications for career theories and workforce development initiatives aimed at promoting a more dynamic future workforce.
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Affiliation(s)
- Kevin Hoff
- Department of Psychology, University of Houston, TX, USA
| | | | - Christopher Napolitano
- Department of Educational Psychology, University of Illinois at Urbana–Champaign, Urbana, IL, USA
- Department of Psychology, University of Zurich, Switzerland
| | - Alexis Hanna
- Department of Management, University of Nevada–Reno, Reno, NV, USA
| | - James Rounds
- Department of Psychology and Educational Psychology, University of Illinois at Urbana–Champaign, Urbana, IL, USA
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Salchegger S, Wallner-Paschon C, Bertsch C. Explaining Waldorf students' high motivation but moderate achievement in science: is inquiry-based science education the key? LARGE-SCALE ASSESSMENTS IN EDUCATION 2021; 9:14. [PMID: 34178572 PMCID: PMC8220126 DOI: 10.1186/s40536-021-00107-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/25/2019] [Accepted: 06/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Evidence so far shows that Waldorf students are characterized by average science achievement but at the same time high socioeconomic status and high science motivation. Moreover, Waldorf education is characterized by high emphasis on inquiry-based science education (IBSE). The present study investigates if the specific attitude-achievement constellation of Waldorf students in science may be explained by the high level of IBSE. METHODS Propensity score matching was applied to control for Waldorf students' more advantageous social background using the Austrian PISA 2015 sample (N = 7007 15-year old students). After propensity score matching, 1107 matched controls were included alongside all 149 Waldorf students. RESULTS The results show that Waldorf students report higher enjoyment in learning science and more interest in broad science topics than matched controls. On the other hand, they demonstrate lower science achievement. Mediation analyses show that, although Waldorf students' more positive attitudes towards science can be almost entirely attributed to their higher exposure to IBSE, their underperformance in science cannot. CONCLUSIONS These results indicate that attending a school type with a high level of IBSE (Waldorf) may have positive effects on attitudinal outcomes (enjoyment and interest in science) whereas it does not seem to have notable effects on science achievement. This indicates that IBSE could be applied in educational contexts aiming to increase students' scientific attitudes.
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Affiliation(s)
- Silvia Salchegger
- IQS-Federal Institute for Quality Assurance of the Austrian School System, Alpenstraße 121, 5020 Salzburg, Austria
| | - Christina Wallner-Paschon
- IQS-Federal Institute for Quality Assurance of the Austrian School System, Alpenstraße 121, 5020 Salzburg, Austria
| | - Christian Bertsch
- University College of Teacher Education Vienna, Grenzackerstraße 18, 1100 Wien, Austria
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Hanna A, Briley D, Einarsdóttir S, Hoff K, Rounds J. Fit gets better: A longitudinal study of changes in interest fit in educational and work environments. EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/08902070211014022] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Theories of person–environment fit describe a dynamic process in which fit should improve over time due to changes in a person’s attributes, the environment, or both. Although these ideas are central in several theoretical perspectives, they have largely gone untested. Here, we report a longitudinal examination of interest congruence (i.e. interest fit) across 12 years during the transition from education to the workforce. The study uses four methods to capture interest congruence and the drivers of fit change: growth models, latent congruence models, person and environment latent difference scores, and piecewise growth models based on environmental transitions. Each method uses a different lens to understand interest congruence in educational and work domains. Across methods, three results were typically found: (1) interest congruence improved over time in school and at work, (2) participants’ interests often predicted educational and work changes, and (3) participants’ interests rarely changed in response to their environment. These results support a dynamic conceptualization of fit and suggest that selection—rather than socialization—is the main mechanism through which individuals achieve better interest fit during young adulthood. Other implications are discussed for theory development and the applied use of interest assessments.
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Affiliation(s)
- Alexis Hanna
- Department of Management, University of Nevada, USA
| | - Daniel Briley
- Department of Psychology, University of Illinois at Urbana-Champaign, USA
| | - Sif Einarsdóttir
- Department of Sociology, Anthropology and Ethnology, University of Iceland, Iceland
| | - Kevin Hoff
- Department of Psychology, University of Houston, USA
| | - James Rounds
- Department of Psychology and Educational Psychology, University of Illinois at Urbana-Champaign, USA
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Etzel JM, Nagy G. Stability and change in vocational interest profiles and interest congruence over the course of vocational education and training. EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/08902070211014015] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
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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Affiliation(s)
- Julian M Etzel
- Department of Educational Measurement, Leibniz Institute for Science and Mathematics Education, Germany
| | - Gabriel Nagy
- Department of Educational Measurement, Leibniz Institute for Science and Mathematics Education, Germany
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Hoff KA, Chu C, Einarsdóttir S, Briley DA, Hanna A, Rounds J. Adolescent vocational interests predict early career success: Two 12‐year longitudinal studies. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2021. [DOI: 10.1111/apps.12311] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Affiliation(s)
- Kevin A. Hoff
- Department of Psychology University of Houston Houston TX USA
| | - Chu Chu
- Department of Psychology University of Illinois at Urbana‐Champaign Urbana IL USA
| | - Sif Einarsdóttir
- Department of Sociology, Anthropology and Ethnology University of Iceland Reykjavik Iceland
| | - Daniel A. Briley
- Department of Psychology University of Illinois at Urbana‐Champaign Urbana IL USA
| | - Alexis Hanna
- Department of Management University of Nevada, Reno Reno NV USA
| | - James Rounds
- Department of Psychology and Educational Psychology University of Illinois at Urbana‐Champaign Urbana IL USA
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Kirch A, Schnitzius M, Spengler S, Blaschke S, Mess F. Knowing Students' Characteristics: Opportunities to Adapt Physical Education Teaching. Front Psychol 2021; 12:619944. [PMID: 33643149 PMCID: PMC7907514 DOI: 10.3389/fpsyg.2021.619944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 01/05/2021] [Indexed: 11/13/2022] Open
Abstract
Physical Education (PE) aims to convey the joy of exercise and by this educate students to lifelong physical activeness. Student motivation in PE decreases during the school career. This study therefore comprehensively analyzes student characteristics determining motivation in PE: General Personality Traits, Physical Self-Concept, Achievement Motive, Motives to be physically active, and Sports Interest. This contribution aims to describe students' prerequisites in the PE context by using an aggregated assessment of the abovementioned general plus sport specific characteristics and to detect gender, class, and school type differences. In total, 1,740 German secondary school students (58.1% female, M = 14.39 years) participate in a cross-sectional questionnaire survey. Descriptive analyses and between subjects MANOVAs followed by univariate ANOVAs with pairwise multiple comparison tests are applied. Gender explains the largest proportion of variance across all characteristics. Regarding individual dimensions, genders differed on 12, grades on two and school types on 11 out of 19 dimensions. PE teachers must adapt teaching to different gender dispositions. In general, group differences ascribe special meaning to student perception and teaching behavior. Findings are discussed in terms of their contribution to the research area and their implementation in teaching practice as well as in PE teacher education or professional training, e.g., aligned teaching methods, arranged learning atmospheres, or adjusted content design of PE lessons.
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Affiliation(s)
- Alina Kirch
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
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Hoff KA, Song QC, Wee CJ, Phan WMJ, Rounds J. Interest fit and job satisfaction: A systematic review and meta-analysis. JOURNAL OF VOCATIONAL BEHAVIOR 2020. [DOI: 10.1016/j.jvb.2020.103503] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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25
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Pässler K, Hell B. Stability and change in vocational interests from late childhood to early adolescence. JOURNAL OF VOCATIONAL BEHAVIOR 2020. [DOI: 10.1016/j.jvb.2020.103462] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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26
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Stoll G, Einarsdóttir S, Song QC, Ondish P, Sun JJ, Rounds J. The Roles of Personality Traits and Vocational Interests in Explaining What People Want Out of Life. JOURNAL OF RESEARCH IN PERSONALITY 2020. [DOI: 10.1016/j.jrp.2020.103939] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Gegenfurtner A, Knogler M, Schwab S. Transfer interest: measuring interest in training content and interest in training transfer. HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2019. [DOI: 10.1080/13678868.2019.1644002] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Andreas Gegenfurtner
- Faculty of Philosophy, University of Passau, Passau, Germany
- Institut für Qualität und Weiterbildung, Technische Hochschule Deggendorf, Deggendorf, Germany
| | | | - Susanne Schwab
- Centre for Teacher Education, University of Vienna, Vienna, Austria
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28
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McCabe KO, Lubinski D, Benbow CP. Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students. J Pers Soc Psychol 2019; 119:390-416. [PMID: 30869985 DOI: 10.1037/pspp0000239] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
In 1992, the Study of Mathematically Precocious Youth (SMPY) surveyed 714 first- and second-year graduate students (48.5% female) attending U.S. universities ranked in the top-15 by science, technology, engineering, and mathematics (STEM) field. This study investigated whether individual differences assessed early in their graduate school career were associated with becoming a STEM leader 25 years later (e.g., STEM full professors at research-intensive universities, STEM CEOs, and STEM leaders in government) versus not becoming a STEM leader. We also studied whether there were any important gender differences in relation to STEM leadership. For both men and women, small to medium effect size differences in interests, values, and personality distinguished STEM leaders from nonleaders. Lifestyle and work preferences also distinguished STEM leaders who were more exclusively career-focused and preferred to work-and did work-more hours than nonleaders. Also, there were small to large gender differences in abilities, interests, and lifestyle preferences. Men had more intense interests in STEM and were more career-focused. Women had more diverse educational and occupational interests, and they were more interested in activities outside of work. Early in graduate school, therefore, there are signs that predict who will become a STEM leader-even among elite STEM graduate students. Given the many ways in which STEM leadership can be achieved, the gender differences uncovered within this high-potential sample suggest that men and women are likely to assign different priorities to these opportunities. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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