Holland's Personality Types Research Articles

Extending Holland's theory to the later years

Sixty-five men and women, aged 50 to 88 years, completed Holland's Vocational Preference Inventory (VPI) and a work history questionnaire. Each participant was assigned one-letter Holland personality type codes for his or her first full-time job, longest full-time job, last job (if retired) or present job (if employed), and hobbies. In general, VPI scale scores and high point codes were consistent with the occupational codes but less consistent with the hobby code. The usefulness of Holland's vocational theory to the aged population is discussed.

Holland's Theory of Vocational Choice and Postulated Value Dimensions

The validity of J. L. Holland's vocational personality types and their relationship to value dimensions were examined in light of Holland's theory of vocational choice. Male seniors (N = 316) completing their college program of study and representing the six personality types (realistic, investigative, social, enterprising, conventional, and artistic) were administered the Vocational Preference Inventory (identification of personality type) and the Allport-Vernon-Lindzey Study of Values (identification of value dimensions). The results generally supported Holland's postulated personality typologies and value dimensions. A few inconsistencies concerning engineering and education majors and implications concerning personality type profile are discussed.

Differentiation of Holland's Personality Types by Means of Psychological Need Variables

Differentiation of Holland's Personality Types by Means of Psychological Need Variables

Status of Holland's Investigative personality types and their consistency levels seven years later.

Status of Holland's Investigative personality types and their consistency levels seven years later.

Status of Holland's Investigative personality types and their consistency levels seven years later.

Status of Holland's Investigative personality types and their consistency levels seven years later.

Women in the Labor Force

Previous articleNext article No AccessThe New Scholarship: Review EssaysWomen in the Labor ForceElizabeth M. AlmquistElizabeth M. Almquist Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Signs Volume 2, Number 4Summer, 1977 Article DOIhttps://doi.org/10.1086/493414 Views: 9Total views on this site Citations: 19Citations are reported from Crossref Copyright 1977 The University of ChicagoPDF download Crossref reports the following articles citing this article:Wava G. Haney Women, (Jul 2019): 124–135.https://doi.org/10.4324/9780429305153-14Louise Marcil-Lacoste The Trivialization of the Notion of Equality, (Jan 2003): 121–137.https://doi.org/10.1007/978-94-010-0101-4_7Victoria B. Hoffarth PERSPECTIVES ON CAREER DEVELOPMENT OF WOMEN IN MANAGEMENT, Equal Opportunities International 15, no.33 (Mar 1996): 21–43.https://doi.org/10.1108/eb010665Paula M. Popovich, Betty Jo Licata A Role Model Approach to Sexual Harassment, Journal of Management 13, no.11 (Sep 2016): 149–161.https://doi.org/10.1177/014920638701300112Jeffry A. Simpson, Bruce Campbell, Ellen Berscheid The Association between Romantic Love and Marriage, Personality and Social Psychology Bulletin 12, no.33 (Jul 2016): 363–372.https://doi.org/10.1177/0146167286123011Constance L. Hollinger Career Aspirations as a Function of Holland Personality Type among Mathematically Talented Female Adolescents, Journal for the Education of the Gifted 9, no.22 (Jan 1986): 133–145.https://doi.org/10.1177/016235328600900204CHERLYN SKROMME GRANROSE Plans for Work Careers Among College Women Who Expect To Have Families, Vocational Guidance Quarterly 33, no.44 (Dec 2011): 284–295.https://doi.org/10.1002/j.2164-585X.1985.tb01322.xCHERLYN SKROMME GRANROSE Anticipating the Decision to Work Following Childbirth, Vocational Guidance Quarterly 33, no.33 (Dec 2011): 221–230.https://doi.org/10.1002/j.2164-585X.1985.tb01313.xCherlyn Skromme Granrose A Fishbein-Ajzen model of intention to work following childbirth, Journal of Vocational Behavior 25, no.33 (Dec 1984): 359–372.https://doi.org/10.1016/0001-8791(84)90057-5S. Cox, T. Cox, JILL STEVENTON Women at work: summary and overview, Ergonomics 27, no.55 (May 2007): 597–605.https://doi.org/10.1080/00140138408963527Constance L. Hollinger Multidimensional Determinants of Traditional and Nontraditional Career Aspirations for Mathematically Talented Female Adolescents, Journal for the Education of the Gifted 6, no.44 (Jul 1983): 245–265.https://doi.org/10.1177/016235328300600403David Marple Tournament Earnings and Performance Differentials between the Sexes in Professional Golf and Tennis, Journal of Sport and Social Issues 7, no.11 (Aug 2016): 1–14.https://doi.org/10.1177/019372358300700101Constance L Hollinger Self-perception and the career aspirations of mathematically talented female adolescents, Journal of Vocational Behavior 22, no.11 (Feb 1983): 49–62.https://doi.org/10.1016/0001-8791(83)90005-2Pamela J. Perun, Denise Del Vento Bielby Towards a Model of Female Occupational Behavior: A Human Development Approach, Psychology of Women Quarterly 6, no.22 (Jun 2016): 234–252.https://doi.org/10.1111/j.1471-6402.1981.tb00410.xLawrence C. Marsh Hours Worked by Husbands and Wives, Journal of Family Issues 2, no.22 (Jun 1981): 164–179.https://doi.org/10.1177/0192513X8100200204Faith Dunne, Rogers Elliott, William S Carlsen Sex differences in the educational and occupational aspirations of rural youth, Journal of Vocational Behavior 18, no.11 (Feb 1981): 56–66.https://doi.org/10.1016/0001-8791(81)90029-4Tana Slay, Ann McDonald Female Professors/Male Professors Career Development: Attitudes, Benefits, Costs, Psychological Reports 48, no.11 (Sep 2016): 307–314.https://doi.org/10.2466/pr0.1981.48.1.307Elizabeth M. Almquist, Shirley S. Angrist, Richard Mickelsen Women's Career Aspirations and Achievements, Sociology of Work and Occupations 7, no.33 (Aug 2016): 367–384.https://doi.org/10.1177/073088848000700305 Gail P. Kelly , and Younus Lulat Women and Schooling in the Third World: A Bibliography, Comparative Education Review 24, no.2, Part 22, Part 2 (Oct 2015): S224–S263.https://doi.org/10.1086/446148

The predictive power of Holland's investigative personality type and consistency levels using the self directed search

Using the Self Directed Search (SDS), the predictability of Holland's Investigative personality type and the three levels of consistency were assessed. A sample of male Investigative subjects ( N = 171) who completed the SDS as freshmen in 1970 was sent a questionnaire 4 years later. The questionnaire asked subjects to state their academic major, occupational plan upon graduation, and occupational plan 5 years hence. Hypotheses concerned the predictability over a 4-year college period of (1) one-, two-, and three-letter SDS and most recent daydream codes and (2) Holland's three levels of consistency. Results indicated that, for Investigative-type freshman males, the SDS has moderately high efficiency in predicting, 4 years later, their ultimate major and their immediate and future vocational plans. The differential predictability of Holland's three consistency levels was supported in 20 of the 27 tests applied.

Unique stereotypes for Holland's personality types, testing the traits attributed to men and women in Holland's typology

The researchers used experimental and control groups to compare the rankings of selected stereotypes by 67 male and 124 female college freshmen for the occupational representatives of Holland's six personality and occupational types. The stereotypes were found to be reliable and valid, single stereotype lists were concluded to be adequate for males and females, and unique stereotypes were found for each occupational type. Suggestions for future research were offered.

Distinctive career orientations of Holland personality types

The primary source of empirical support for Holland's (1973) assumption that people tend to prefer and search for environments that are consistent with their dominant personal characteristics has been research on the tendency of college students to choose congenial college environments. The purpose of this study is to determine if a sample of male college students, classified according to Holland's six personality types, also prefer occupational environments that are consistent with their primary personal orientations. Stepwise, discriminant analysis procedures are used to test the null hypothesis that there are no statistically significant differences in the characteristics of occupational environments preferred by male students classified according to Holland's personality types. The relationship of the results of this analysis to possible improvements in the areas of career counseling and placement services and future research on job satisfaction in complex organizations is discussed.

Relationships among Holland's personality types measured by an adjective checklist

A test of the personality constructs hypothesized by Holland was performed using a list of adjectives believed to be descriptive of the respective types. Subjects were 174 undergraduate psychology students who were directed to indicate whether or not each of 78 adjectives was self-descriptive. Scores for Holland's six types were obtained based on the number of adjectives endorsed for each type. Distances between types in factor space were analyzed for correspondence with Holland's model. The sample used the adjectives to describe themselves in a manner consistent with Holland's model, however the correspondence was closer for males than females.

Student Perceptions of Occupational Congruency

This study investigated student perceptions of occupational congruency using Holland's realistic, investigative, artistic, social, enterprising, and conventional personality and environment types. Four levels of person-environment congruency were established from the hexagonal ordering of the types. Student perceptions of congruent activities, values, interests, traits, and competencies were examined. It was hypothesized that (a) students would perceive congruency with types of occupations that corresponded to their personalities and (b) the amount of congruency perceived would parallel levels empirically derived from the hexagon. High school boys perceived congruency in activities, values, interests, and traits when occupations corresponded to their personality types. The highest level of congruency was perceived when person and environment types were identical. The hypotheses were not supported for girls.

Relationships between SVIB nonoccupational scales and achievement for six Holland personality types

The subjects were 432 male freshmen at the University of North Dakota who completed the Vocational Preference Inventory and the Strong Vocational Interest Blank. Backward stepwise multiple regression was used to determine the relationships of eight SVIB nonoccupational scales to first semester GPA for the total research population and for each Holland personality type. Personality types were determined by using the highest T score among the first six VPI scales. Significant multiple correlations between the SVIB nonoccupational scales and GPA were found for the total research population and for five of the six personality types. For the Enterprising type, the eight SVIB scales failed to predict GPA significantly. The results were discussed in terms of the differential patterns of multiple correlations for the total research population and for the personality types.

Holland's personality types applied to the SVIB Basic Interest Scales

The possible relationship between Holland types and the Basic Interest Scales of the SVIB was explored. The VPI and the SVIB were administered to 432 male freshmen at the University of North Dakota. Each subject was classified into one of the six types on the basis of his highest VPI T score. Scores on the twenty-two BIS were analyzed for differences among the six personality types by means of a multiple regression equivalence of the one-way analysis of variance. Twenty-one of the 22 F tests and 19 of the Scheffe multiple Comparisons among the means were significant. The results support both Holland's typology and his hexagonal model of relationships among the types and suggest their use in the interpretation of the BIS.

Two hypotheses about Holland's personality types and counseling outcomes.

Two hypotheses about Holland's personality types were investigated. The first was that counseling outcomes are likely to be different for clients with different personality types. The second was that counseling is likely to be more effective for clients with consistent personality patterns. The analysis of 100 college-student counseling clients showed little support for either hypothesis on five measures of counseling outcome. Exceptions were in the number of counseling Interviews (where Intellectual clients had the most sessions) and the degree of counselor's personal liking for client (counselors liked clients with moderately consistent profiles better than those with inconsistent profiles).

The accentuation effect and Holland's theory

The purpose of the study was to determine if third quarter freshman college students (males and females) assigned to one of Holland's personality types perceived themselves as changing in a direction consistent with the profile of that type during their first two college quarters. In the analysis of variance of the scale scores the test for the main effect of groups was found to be significant for the Intellectual and Artistic scales for males and for the Intellectual and Conventional scales for females. In another analysis freshman groups were compared to same-named senior groups on the significant scales. The senior groups reported more change consistent with their personality type. The results suggest that the extension of certain personal characteristics seems to be associated with the amount of time spent in an environment or college major.

Structural analysis of Holland's personality types using factor and configural analysis.

Structural analysis of Holland's personality types using factor and configural analysis.

SVIB Scores, Occupational Choices, and Holland's Personality Types

Vocational Guidance QuarterlyVolume 15, Issue 3 p. 201-205 SVIB Scores, Occupational Choices, and Holland's Personality Types HARVEY W. WALL, HARVEY W. WALL Assistant Director THE PENNSYLVANIA STATE UNIVERSITY Harvey W. Wall is Assistant Director of the Division of Counseling, Pennsylvania State University, University Park, Pennsylvania.Search for more papers by this authorSAMUEL H. OSIPOW, SAMUEL H. OSIPOW Psychologist, Assistant Professor of Psychology THE PENNSYLVANIA STATE UNIVERSITY Samuel H. Osipow is Psychologist in the Division of Counseling and Assistant Professor of Psychology, Pennsylvania State University, University Park, Pennsylvania.Search for more papers by this authorJEFFERSON D. ASHBY, JEFFERSON D. ASHBY Acting Director THE PENNSYLVANIA STATE UNIVERSITY Jefferson D. Ashby is Acting Director of the Division of Counseling and Assistant Professor of Psychology, all of The Pennsylvania State University, University Park, Pennsylvania.Search for more papers by this author HARVEY W. WALL, HARVEY W. WALL Assistant Director THE PENNSYLVANIA STATE UNIVERSITY Harvey W. Wall is Assistant Director of the Division of Counseling, Pennsylvania State University, University Park, Pennsylvania.Search for more papers by this authorSAMUEL H. OSIPOW, SAMUEL H. OSIPOW Psychologist, Assistant Professor of Psychology THE PENNSYLVANIA STATE UNIVERSITY Samuel H. Osipow is Psychologist in the Division of Counseling and Assistant Professor of Psychology, Pennsylvania State University, University Park, Pennsylvania.Search for more papers by this authorJEFFERSON D. ASHBY, JEFFERSON D. ASHBY Acting Director THE PENNSYLVANIA STATE UNIVERSITY Jefferson D. Ashby is Acting Director of the Division of Counseling and Assistant Professor of Psychology, all of The Pennsylvania State University, University Park, Pennsylvania.Search for more papers by this author First published: March 1967 https://doi.org/10.1002/j.2164-585X.1967.tb01172.xCitations: 10 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume15, Issue3March 1967Pages 201-205 RelatedInformation

The Social Status of Occupations: A Problem in Vocational Guidance

The object of the investigation here reported was twofold. In the first place, the writer was interested in obtaining information with regard to the social standing of the teaching profession. He was especially desirous of getting from high-school students some estimate of the status of this calling. In recent years much has been said and written regarding the altered condition of the teacher and the lowered prestige of those to whom society delegates the educational function. Many have assumed that the point has been reached in the degradation of the profession where one is justified in feeling some embarrassment if found within its ranks. In the second place, the writer wished to direct attention toward an important problem in vocational guidance which is seldom squarely faced. In all that has been written on occupations there is a tendency to disregard the fundamental question of social status. Detailed information has been gathered with respect to the financial remuneration, security, and hazards of occupations, but the question of social rating is ordinarily dismissed with the statement that a particular calling is highly respectable. These careful studies of the objective aspects of occupations are highly commendable, but the less tangible characteristics of vocational life should not be disregarded. It is even debatable that these characteristics are in peculiar need of examination. In order to throw some light on this question of status, fortyfive occupations were selected for study. These occupations were chosen more or less at random from the entire vocational range and were submitted to various groups of persons to be ranked according to their social standing. The list of occupations selected and the instructions for ranking them are as follows: