Abstract
In recent years there has been a significant increase in the number of students who choose to pursue university studies related to the field of sports. However, there are no studies that have investigated the existence of differentiated profiles within students whose preferred vocational area is sport. The main objective of this study was to establish the profiles of students in the second year of Spain Bachillerato whose preferred vocational interest is sport, according to the two representative vocational values: (a) “to have a fun professional activity”; and (b) “to have a professional activity whose schedule makes it possible to reconcile personal and professional life”. In addition, the resulting groups were compared according to their perception of general and academic wellbeing and their identification with the other vocational values. Two hundred and thirty participants (MAge = 17.47; DTAge = 0.669; N = 171; 74.3% male and N = 59; 25.7% female) completed some validated measures. Three clusters emerged which did not differ in terms of general and academic wellbeing. Differences were found though in terms of some vocational values such “to help people”, “to develop one’s entrepreneurial initiative” or “to be self-employed”. The findings invite us to rethink the differences in the specific profiles of vocational values and their impact on employability opportunities, and to consider these approaches in the orientation of students who have among their priority options to study sport sciences.
Highlights
The dendogram supported a three-cluster solution for classifying participants according to the two chosen vocational values (“to have a fun professional activity”; and “to have a professional activity whose schedule makes it possible to reconcile personal and professional life”)
The aim of this study was to establish the vocational profiles of the students of the second year of the Spanish Bachillerato who have as their preferred interest the vocational area of sport from the perspective of their two preferred vocational values: (a) to enjoy a fun professional activity, which allows me to experience new sensations, tackling different challenges and risks, whether physical, economic, etc., and which allows me to feel enthusiastic all the time about what I do without ever getting bored, and (b) to have a good schedule, which allows me to reconcile my personal and professional life, having a flexible schedule and enough free time to devote to my hobbies and social activities: family, friends, volunteering, travel, sports, music, reading, cinema, theater, new studies, etc
The findings shown in this work have allowed us to identify and reflect on the “ad intra” profiles that we can find among the students in the second year of the Spanish
Summary
Significant changes have taken place in contemporary Western society, reconsidering its career opportunities in a way different than that two decades ago [1] To this fact must be added the growing evidence on the predictive validity of vocational interests for job performance, leading to a greater consideration of interest assessment in career guidance processes [2]. Following the above and based on the social cognitive theory on which this research is conceptually based [3,4,5,6], vocational interests and vocational values are key dimensions in career development [7] This is so because in the case of vocational interests, they become predictors of behavior, while vocational values conceptualize preferences, organizing them hierarchically. Personal values could explain relevant human outcomes such as personal wellbeing [14]
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