Abstract
The main objective of this study was to examine the validity and usefulness of the person—environment correspondence theory with instructional technology students in Turkey. The participants included 211 students and three teachers. Results revealed that instructional technology students value achievement most and that they believe that entering a career in computer teaching will probably not enable them to make use of their abilities and give a sense of accomplishment. This lack of correspondence was found to be related to their predicted vocational satisfaction. Based on these findings, it appears that person—environment correspondence theory offers a useful framework for understanding instructional technology students' satisfaction.
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