Occupational Interests Research Articles

자동차 전공 학생의 직업 흥미 유형과 학업 성취도 분석

This study was conducted to identify the suitability of majors and jobs through an analysis of the career interest types and academic achievements of automotive students in the engineering department of Y University, and to use them as basic data for learning guidance, career guidance, and curriculum development. The STRONGTM Occupational Interest Test, a standardization tool for occupational interest tests, was conducted in May of the 2022 academic year, the first semester, and in September of the 2022 academic year, the second semester. The analysis tool used SPSS 14.0 to analyze GOT, BIS, PSS, and academic achievement by performing frequency analysis, mean analysis, correlation analysis, and variance analysis. First, the type of career interest of automotive students is 86% R when examined with the 1st code, R is 46.8% when considering the 2nd code, and R is 36.4% when considering both 3rd codes, so the proportion of R type is high. Therefore, it is necessary to prepare a study guidance and career guidance plan at the department level that takes into account the characteristics of the field type presented in the previous research. Second, in the correlation analysis of GOT and the Basic Interest Scale (BIS), it was analyzed that among the BIS scales of R and R, the mechanical field had the highest correlation (0.963). This results suggest that students have a very high interest in jobs and activities that work with machines. Third, in the analysis of GET and academic achievement, as mentioned in the previous study, the field type was analyzed as having the lowest academic achievement, and there was no significant difference in learning level for each type. In the future, academic achievement needs to be analyzed by subjects of liberal arts and majors, and detailed analysis is required considering values, learning attitudes, and learning methods in addition to interests. Fourth, in the Analysis of the Personal Characteristics Scale (PSS), they tend to prefer to work alone, preferring practical qualifications, short-term learning, and carrying out what they are directed to do with participatory leadership. In addition, it is analyzed that people prefer to challenge themselves towards adventure, so it is necessary to design lessons so that they can present or challenge themselves in class at school sites, and participate in certificates, competitions, and competitions.

Is intuition better than rationality? The effect of pre-decisional strategy on occupational interest forecasting in Chinese college students

PurposePrevious studies showed that the unconscious-intuitive strategy resulted in a better choice for it is more predictive of actual interest. This benefit may be influenced by occupational engagement, for the dual process of career decisions takes it as a tool for multidevelopment and optimal adjustment. Thus, we replicated (and extended) the study of Motl et al. (2018) through two experiments to identify the role of three pre-decisional strategies and then explore the combined effects of occupational engagement and these strategies. The purpose of this paper is to address these issues.Design/methodology/approachThe authors replicated (and extended) the study of Motl et al. (2018) through two experiments. First, both studies adopted generalized linear mixed-effects models for statistical analyses to distinguish random and fixed effects. Second, Study 2 used a computer-based process-tracing program called “Mouselab” to explore the effect of the pre-decisional strategy self-generated on participants' interest appraisals over time.FindingsStudy 1 found that engagement helped promote participants' interest experience when decisions as usual and the intuitive strategy did not produce optimal choices. Further, people with more prior knowledge about situations no longer achieved as many benefits from their allocated strategy (i.e. rational strategy) as those with less. Study 2 failed to find adequate advantages of the intuitive strategy. Specifically, people with less search depth (the heuristic-intuitive strategy) were more interested in their choices. Nevertheless, when the strategy was manipulated as variability of search (VS), it only found the promotion of engagement, but it neither found the interaction between engagement and strategy nor did strategy itself.Originality/valueThe present paper provides mixed support for adaptive career decision-making. Career counselors can use occupational engagement levels as a reference for pre-decisional strategy selection and coach clients to adopt a proper decision-making process/method to make interest forecasts.

Occupational interests in adolescents from diff erent development environments

This article highlights the main results of a comparative study regarding the occupational interests of institutionalized adolescents which are analyzed through the prism of J. Holland’s approach, defining them as forms of representation of professional personality characteristics. We proceeded from the fact that the developmental environment of institutionalized/non-institutionalized adolescents signifi cantly differentiates occupational interests. The research sample consisted of 192 adolescents, aged between 16 and 18 years with an average age of 16.94 years, of which 116 male and 76 female participants, the groups of adolescents (institutionalized and non-institutionalized) being homogeneous in terms of age and gender. The results obtained indicate that there are statistically significant differences between the interests of adolescents depending on the environment to which they belong (institutionalized, non-institutionalized).

Adaptation, Translation, and Validation of Internet Addiction Test (IAT) to Detect Internet Addiction Disorder among 15-19-Year-Old Adolescents in Colombo District, Sri Lanka

Over the years, the Internet and information technology have become a crucial part of the day-to-day activities of modern human lives. Meanwhile, there is a rising concern regarding those who are excessively using technology which can lead to Internet addiction. This may eventually result in marked distress and functional impairments of the general life of youth such as academic performance, social interaction, future occupational interest, and behavioral problems. Nonetheless, the condition is widespread and problematic, limited scientific evidence is available on the diagnosis of Internet Addiction Disorder globally as well as locally. The objective of this study was to adapt, translate and validate an instrument (Internet Addiction Test) to assess Internet addiction disorder to the Tamil Language among 15-19-year-old adolescents in Colombo district. Internet Addiction Test (IAT) developed by Young (1998) was adapted, translated, and validated into Tamil language resulting IAT-Tamil version by conducting a descriptive cross-sectional validation study. The developed tool was intended to assess Internet addiction disorder among 15-19-year-old adolescents in Colombo district. Statistical analysis was carried out to test the construct validity with a sample of 225 and a sample of 240 for the Confirmatory Factor Analysis. The statistical analysis was carried out by using SPSS-21 (Principal Component Analysis) and LISREL 8.8 (Confirmatory Factor Analysis). The reliability was assessed by internal consistency and test-retest reliability methods. The IAT-Tamil version demonstrated a three-factor model with 20 items and the model indices were RMSEA=0.07, CFI=0.91, NNFI=0.87, and SRMR=0.066. It also demonstrated excellent levels of reliability with a Cronbach alpha value of 0.948. The IAT-Tamil version was a valid and reliable tool to assess Internet addiction disorder among 15-19-year-old school-going adolescents in Sri Lanka. The validated IAT-Tamil version is recommended to use in future local studies and to aid the policymakers and the administrators in the prevention, diagnosis, and management of Internet addiction disorder among this age group.

Effect of Problem-Based STEM Activities on 7th Grade Students' Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views

This study investigates the effect of problem-based STEM (Science, Technology, Engineering, Mathematics) activities on 7th-grade students’ mathematics achievement, attitude, anxiety, self-efficacy, interest, and views. At the same time, the effects of these activities on students' anxiety, self-efficacy towards mathematics, and interest in STEM occupations were also examined. The study sample, which was selected using the convenience sampling method, consisted of 115 7th grade students of a public middle school in Turkey. In the quantitative phase of the research, a quasi-experimental research model with pre-test and post-test control group was used to determine the students’ mathematics achievement, attitudes, anxiety, self-efficacy towards mathematics and interests in STEM careers. In the qualitative phase semi-structured interview was used to understand students’ views on problem-based STEM activities and mathematics lessons in the qualitative part. Within the scope of the research, 6 different problem-based STEM activities related to ratio-proportion and percentages were applied to the experimental group students. The data collected from both groups before and after the implementation process were analyzed with descriptive statistics, independent samples t-test, and paired sample t-test. The results showed that problem-based STEM activities affect students’ mathematics achievement, self-efficacy, and interest in mathematics. It also helps students reducing their mathematics anxiety.

Multiple Intelligence and Career Preference: A Basis for Senior High School Career Guidance Orientation

This study aimed to determine the multiple intelligence and career preferences of Grade XII students of Biabas Trade High School as the basis for career guidance orientation. The respondents of the study are the 179 grade 12 students from different tracks. A descriptive survey method type of research was used in conducting the research using an adapted multiple intelligence test survey, multiple intelligence checklist, and an adapted and modified inventory of occupational interest checklist from National Career Assessment Examination (NCAE). The results were analyzed using analysis of variance and Pearson r to determine the significant difference and significant correlation respectively. The results showed that there is no significant relationship between the multiple intelligence and career preferences of the students. This implies that students have different multiple intelligences without any regard to their career preference. It was observed that among the nine multiple intelligences, the Existential and the Kinesthetic strength are most dominant among the Grade 12 Senior High School students. On the other hand, students who fall under the Logical strength are the least dominant. In terms of career preferences, the careers that fall under the Interpersonal strength are most dominant. The least dominant preferred careers are the ones that belongs to the Existential strength. Based on the given result, it is recommended that it must be disseminated to all senior high school teachers, career guidance advocates, and school heads through conference, in-service trainings, or during LAC sessions to communicate the importance of developing multiple intelligence and career guidance orientation among senior high school students.

Going Beyond Traits: Social, Emotional, and Behavioral Skills Matter for Adolescents’ Success

The present research addresses three key questions about social, emotional, and behavioral (SEB) skills. First, how do SEB skills relate with the Big Five traits and Collaborative for Academic, Social, and Emotional Learning (CASEL) core competencies? Second, how do SEB skills relate with consequential outcomes in adolescence? Third, do SEB skills provide incremental validity beyond personality traits? Results from a diverse sample of high school students (N = 897) indicate that SEB skills converge with the Big Five traits and CASEL competencies in expected and conceptually meaningful ways. Analyses of self-reported and school-reported outcomes extend SEB skills’ nomological network by showing that they predict academic achievement and engagement, occupational interests, social relationships, civic engagement, and well-being. Finally, tests of incremental validity indicate that SEB skills provide unique information beyond personality traits and that this information matters for predicting outcomes during adolescence. These findings advance our understanding of the nature, correlates, and consequences of SEB skills.

Recalled Childhood Gender-Related Play Behaviour and Current Gender-Related Occupational Interests in University Students: Examining the Mediating Roles of Gender Compatibility, Goal Endorsement, and Occupational Stereotype Flexibility.

Substantial average gender differences in childhood play behaviour and occupational interests have been well-documented. Recent research shows that childhood gender-related play behaviour longitudinally predicts gender-related occupational interests in adolescence (Kung, 2021). The first aim of the present study was to extend this recent finding by examining whether university students’ recalled childhood gender-related play behaviour predicts their current gender-related occupational interests. The second aim of the present study was to investigate whether gender-related socio-cognitive processes mediate the relation between childhood play behaviour and subsequent occupational interests. University students (260 men, 542 women) completed scales assessing recalled childhood gender-related play behaviour, gender-related occupational interests, gender typicality, gender contentedness, agentic goal endorsement, communal goal endorsement, and gender-related occupational stereotype flexibility. In the present study, recalled childhood gender-related play behaviour predicted gender-related occupational interests in both men and women. In men, gender typicality and gender contentedness mediated the play-interests link. In women, gender typicality and communal goal endorsement mediated the play-interests link. The present study provides further evidence that childhood gender-related play behaviour is related to subsequent gender-related occupational interests. Although the current study has a correlational design, one interpretation of the current findings is that childhood play may influence socio-cognitive processes, such as gender compatibility and goal endorsement, which may in turn shape occupational interests.

An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI.

People differ in their social, emotional, and behavioral (SEB) skills: their capacities to maintain social relationships, regulate emotions, and manage goal- and learning-directed behaviors. In five studies using data from seven independent samples (N = 6,309), we address three key questions about the nature, structure, assessment, and outcomes of SEB skills. First, how can SEB skills be defined and distinguished from other kinds of psychological constructs, such as personality traits? We propose that SEB skills represent how someone is capable of thinking, feeling, and behaving when the situation calls for it, whereas traits represent how someone tends to think, feel, and behave averaged across situations. Second, how can specific SEB skills be organized within broader domains? We find that many skill facets can be organized within five major domains representing Social Engagement, Cooperation, Self-Management, Emotional Resilience, and Innovation Skills. Third, how should SEB skills be measured? We develop and validate the Behavioral, Emotional, and Social Skills Inventory (BESSI) to measure individuals' capacity to enact specific behaviors representing 32 skill facets. We then use the BESSI to investigate the nomological network of SEB skills. We show that both skill domains and facets converge in conceptually meaningful ways with socioemotional competencies, character and developmental strengths, and personality traits, and predict consequential outcomes including academic achievement and engagement, occupational interests, social relationships, and well-being. We believe that this work provides the most comprehensive model currently available for conceptualizing SEB skills, as well as the most psychometrically robust tool available for assessing them. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Middle School, Middle-Skills: 8th Grader’s Interest in Middle-Skill Occupations

There is a workforce shortage in middle-skill occupations requiring some educational training but not a 4-year college degree, such as skilled trades (e.g., construction), transportation (e.g., drivers), and manufacturing. Identifying factors that promote adolescent interest in middle-skill occupations is crucial in combating this shortage. This study examined whether variables contributing to adolescent interest in STEM occupations, such as gender, occupation goal affordances, and occupational knowledge, extend to middle-skill occupations. Results from hierarchical linear models revealed that adolescents ( N = 502) were interested in middle-skill occupations for which they felt knowledgeable and perceived to afford agentic and communal goals. The effect of perceived knowledge on interest in construction and manufacturing occupations was stronger for boys than girls. Efforts to increase interest in middle-skill occupations should address the gender gap in perceived knowledge and highlight how these occupations fulfill agentic and communal goals.

Who votes for right-to-work?

Right-to-work laws constitute a major constitutional decision that impacts the abilities of unions to operate within a state with additional impacts on the general labor market. In 2017, Missouri attempted to enact right-to-work legislation, but due to pushback from local unions, the decision was ultimately given to Missouri voters in the form of Proposition A. Voters chose to rescind the legislation and prevented the legislature from making Missouri a right-to-work state. I examined county-level voting on Proposition A using a median voter model and found evidence that occupational interest variables predicted support and opposition to Proposition A.

Do Gender Conformity Pressure and Occupational Knowledge Influence Stereotypical Occupation Preferences in Middle Childhood?

This study investigates how perceived occupational knowledge, gender stereotypes, and pressure to conform to gender norms influence children’s career interests in a sample of fourth and fifth grade children (n = 178, Mage = 9.78 years, 46.6% girls). Children were interested in and perceived that they knew more about own gender dominated occupations, compared to other gender dominated occupations. Gender moderated the effect of gender conformity pressure and gender stereotypes on interest in female-dominated but not male-dominated occupations. Boys were less interested in female-dominated occupations when they felt pressure to conform to gender norms and held more stereotypical beliefs about those occupations. These results suggest that perceived occupational knowledge is an important, yet overlooked, factor in understanding gender differences in children’s occupational interests.

Occupational Therapy in Severe Mental Disorder-A Self-Controlled Quasi-Experimental Study.

Severe mental disorder (SMD) produces a significant functional limitation that affects the performance of daily activities. The occupational therapist intervenes on this limitation by seeking greater autonomy of these patients through specific activities. This study aims to identify the main limitations of people with SMD and to examine whether an occupational intervention has any effect in helping to overcome or ameliorate these limitations. A quasi-experimental study including 103 participants was carried out. An evaluation using the World Health Organization Disability Assessment Schedule (WHODAS 2.0) questionnaire was performed before and after the intervention. Within the activity program, those with a higher attendance rating during cognitive stimulation, cooking workshop, therapeutic walks, relaxation, and creative activities were mainly men. Both patients and professionals indicated that Understanding and Communicating, Participation in Society, and Activities of Daily Living were the main perceived limitations. Upon discharge, patients and professionals reported positive outcomes. The intervention programs carried out by occupational therapy, along with the other aspects of the treatment that SMD patients received, played an important part in improving the performance and occupational interests of these patients.

Konsep social cognitive career theory

<em>Social Cognitive Career Theory</em> (SCCT) is a career development model that describes how individual inputs, contextual affordances, and sociocognitive variables influence the establishment of occupational interests, career objectives, and behaviors. SCCT emphasizes the relevance of learning experiences, self-efficacy, and outcome expectations in the career development process, and is based on Bandura's social cognitive theory. SCCT is also interested in the relationships between sociocognitive characteristics, professional interests, and other career outcomes, as well as race/ethnicity, gender, and predispositions. Existing research generally supports specific SCCT approaches; nevertheless, a study of the literature found significant SCCT research limitations. The goal is for counselors to have a better grasp of the complicated mechanisms through which people establish career interests.

A study on the maker education based English-career convergence lesson for middle school students

The current secondary English education is still not out of the previous framework of focusing on the college entrance exam. Therefore, the study aimed at helping middle school students’ career development, and improving English abilities and interests through English classes by incorporating English and career education. Specifically, this study suggests the English-career convergence maker lesson by linking the “English” and “career and occupation” curriculum. The English-career convergence maker lessons were developed to reflect the capabilities of the revised curriculum, which was revealed in the middle school’s “English” and “career and occupation” curriculum, as much as possible. In the lesson, students are divided into six groups of occupational interests – realistic, explorative, artistic, social, progressive, and conventional – and engaged in planning, creating, presenting, and sharing tasks related to each occupation group. A total of 30 maker activities were developed, five per occupation group, and each maker activity has five stages: introduction and preparation, inquiry, design, making, completion and sharing. We expect that the English-career convergence maker lesson could provide students with a practical approach and make concrete career experience-type English classes and help them improve their English abilities and interest in English.

An exploration of changing student entrepreneurial motivators – a longitudinal analysis

Purpose Entrepreneurial motivations are considered key determinants of the direction, intensity and duration of entrepreneurial processes and outcomes. To measure attitudes and outcome expectations related to an entrepreneurial career, researchers often use a set of predetermined behavioral beliefs or motivators. However, motivators can be numerous, context-specific and there is a lack of evidence regarding their stability over time. This study addresses this gap, while also providing a rich description of how Portuguese college students perceive entrepreneurship and how these perceptions relate to levels of entrepreneurial intentions (EI).Design/methodology/approach Using qualitative and quantitative methods to analyze data over a 5-year period, this study seeks to confirm existing evidence on entrepreneurship motivators' diversity and heterogeneity and to explore differences in motivators' temporal stability. Using an initial sample of 851 Portuguese college students and 3 different survey waves, this study first aggregates the most frequently cited motivators for EI to compile a series of meaningful motivational factors. Subsequently, it extensively analyzes the robustness of these factors by examining their validity against EI and stability over time.Findings Based on their superior association with EI and greater temporal stability, the findings suggest that entrepreneurship-intrinsic motivational factors are more relevant for college students' EI models. Prominently, being motivated to create one's own new business due to a particular occupational interest is the most consistently stable individual motivation.Practical implications The results may interest those studying entrepreneurial motivations and EI longitudinally and who invest in promoting entrepreneurial behavior of college students.Originality/value To the best of the authors’ knowledge, this is the first study to analyze entrepreneurship motivators/reasons' temporal stability, which is relevant for assessing their value for longitudinal entrepreneurship research and education. It is also the most complete assessment of Portuguese college students' perceptions of entrepreneurship.

The General Factor of Personality (GFP) and Vocational Interests: a Test of Social Effectiveness at the Behavioral and Genetic Level

Previous studies have examined how personality models (e.g., Big Five, HEXACO) relate to vocational interests. We adopt a novel approach by testing the associations between personality and vocational interests from the perspective of the general factor of personality (GFP). One interpretation of the GFP is that it reflects social effectiveness. Based on this interpretation, we predicted that the GFP is particularly related to interest in social jobs because people generally tend to be attracted to activities in which they perform well. To test this, we used four large data sets: the Professional Worker Career Experience Survey (study 1a; N = 752), OpenPsychometrics.org (study 1b, N = 108,209), Project Talent (study 2; N = 81,130), and the National Merit Twin Study (study 3: N = 1536 in 768 twin pairs). In each sample, we presented the direct associations as well as the results after using control variables (gender and cognitive ability). In study 1a and 1b, the GFP particularly related to interest in social and enterprising occupations. In study 2, the GFP related to interest in working with people and was also associated with a range of occupational scales involving social aspects. In study 3, the GFP only showed a consistent relation with social interests. This association was present at the phenotypical as well as genetic level. Notwithstanding some variation in findings across the different studies, the overall pattern seems to be in line with the notion that the GFP is positively associated with the preference for more socially laden jobs.

Hybrid professional managers in healthcare: an expanding or thwarted occupational interest?

ABSTRACT Despite growing interest on the impact of hybrid professional manager roles in public sector organizations, less attention has focused on their population and whether they have advanced as an occupational interest. Using a longitudinal administrative dataset, we explore trends in the growth, characteristics and organizational positions of medical managers in the UK NHS. While they seem to have reinforced their position at the strategic apex of hospitals, especially those with elite status, there is little evidence of their ability to control the jurisdiction of management. This highlights the slow, uneven development of hybrid professional managers as an occupational interest.

The Occupational Interests and Its Relation to Psychological Stability among 10th Grade Students with Physical and Hearing Disabilities in Syrian Refugee Camps Schools in Jordan

The purpose of the current study is twofold. First, to determine the occupational interests among tenth-grade students with physical and hearing disabilities in the schools of Syrian refugee camps in Jordan. Second, to explore the relationship between students’ occupational interests and their psychological stability. The study was guided by the descriptive correlational method. A convenience sampling technique was adopted to collect data from the participants. It resulted in a sample encompassed a total of 340 male and female students with physical and hearing disabilities. The sample was chosen from schools in the second semester of the academic year 2018/2019. Data was gathered by applying both occupational interests and psychological stability scales. The results pointed out that the levels of occupational interests and psychical stability among the surveyed students were moderate. Moreover, the results revealed that there were statistically significant differences (α=0.05) in students’ occupational interests; i.e., field interests, artistry interests, social and service interests, as well as writing and literary interests that attributed to the disability type. Furthermore, the results acknowledged that there were statistically significant differences (α=0.05) in students’ health-psychological domain due to gender, in addition to statistically significant differences (α=0.05) in all domains of psychological stability, in terms of the student’s living conditions, in favor of students who live in two-parent families. On top of that, the relationship between students’ occupational interests and their psychological stability was weak. In light of these results, the researcher calls for further studies on occupational interests and psychological stability using similar research population, its relations with other variables, developing vocational and rehabilitation programs for students with disabilities in Syrian refugee camps in Jordan. Keywords : Occupational Interests, Students with Physical and Hearing Disabilities, Psychological Stability, Camps Schools, Syrian Refugees, Refugees camps, Refugees schools DOI: 10.7176/JLPG/114-07 Publication date: October 31 st 2021

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

While a large body of research addresses both subject choice and student dropout in higher education, much less is known about switching the initially chosen major. Therefore, we ask why students switch their major in higher education and analyse this for the case of Germany, taking the timing and the degree of such switches (within and across subject groups) into account. Based on the extended rational choice framework, we identify three aspects that might explain switching majors: individual achievement in secondary education, a (mis)match between individual occupational interests and the content of studies and parental and peer judgement regarding the initial subject choice. We test the derived hypotheses by applying logistic regression models to representative data from the German National Educational Panel Study (NEPS), Starting Cohort 5. Our results indicate that the analysed aspects of individual achievement, person-major fit and social expectations affect switching majors, but their influence varies according to the degree and timing of the switch. While high-achieving students are more likely to switch majors, especially across disciplines and at a later stage in their studies, a mismatch in occupational interests mainly affects switching majors across broad subject groups. Finally, disapproval of the initial subject choice by parents and peers matters most for switches during the first two semesters and across academic disciplines.