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1.
Sjöberg, L. & Drottz, B.‐M. 1983. Interests in School Subject and Vocational Preference. Scandinavian Journal of Educational Research 27, 165‐182. A group of Swedish high school students rated their interests in school subject areas. Interests were related to perceived effort, ability as regards grades and vocational preferences as well as to perceived job market prospects in the vocations. It was found that interests could be well accounted for by the logical appeal of the subject areas and, to some extent, by their practical value. Interests were related to perceived ability and to perceived effort in structural model analyses applied to intercorrelations. Vocational preferences were only weakly related to interests in subject areas, though most students stated that their choices were based on ‘interest’. Preferences among vocations were correlated especially with individual job market prospects. 相似文献
2.
Examining the structure of vocational interests in Turkey in the context of the personal globe model
Bade Vardarlı Ragıp Özyürek Kerrie G. Wilkins-Yel Terence J. G. Tracey 《International Journal for Educational and Vocational Guidance》2017,17(3):347-359
The structural validity of the Personal Globe Inventory-Short (PGI-S: Tracey in J Vocat Behavi 76:1–15, 2010) was examined in a Turkish sample of high school and university students. The PGI-S measures eight basic interest scales, Holland’s (Making vocational choice, Prentice-Hall, Englewood Cliffs, 1997) six types, Prediger’s (J Vocat Behav 21:259–287, 1981) people/things, data/ideas dimensions, and prestige. After adapting the original PGI-S items into Turkish (PGI-S-T), the inventory was administered to high school students (N = 605) and university students (N = 359). The fit of Holland’s RIASEC and the PGI eight type model were examined separately using the randomization test of hypothesized order relations. Results indicated a strong fit for both the eight type and the RIASEC model. Expected significant differences were found between PGI-S-T subscales across gender and age. The results support the structural validity of the adapted PGI-S-T in a Turkish sample. 相似文献
3.
Andrea Beinicke Katja Pässler Benedikt Hell 《International Journal for Educational and Vocational Guidance》2014,14(2):181-198
The study investigates consequences of eliminating items showing gender-specific differential item functioning (DIF) on the psychometric structure of a standard RIASEC interest inventory. Holland’s hexagonal model was tested for structural invariance using a confirmatory methodological approach (confirmatory factor analysis and randomization tests of hypothesized order relations). Results suggest that eliminating items showing gender-specific DIF had no considerable influence on the instrument’s psychometric structure. Considering DIF as one possibility to improve test fairness when developing interest inventories is discussed. 相似文献
4.
Margaret Mallett 《Literacy》1997,31(2):49-58
There has been much recent interest in the reading and writing choices children make and how far these choices are affected by their gender. Differences in the reading preferences of boys and girls seem to become more marked as children move through the primary years. Given that literacy involves control over a range of texts, as reader and writer, teachers seek ways of increasing the repertoire of both boys and girls. The first part of this study examines the reading and writing choices of the children in a Year 6 class in both home and school contexts. The questionnaire responses indicated that the children chose very different genres in the home as compared with the school setting and that gender differences were more marked in the home preferences. The analysis then draws on some of the children’s comments and views in exploring the implications of their preferences and the attitudes behind them. Finally, some strategies for encouraging wider and more reflective reading of both boys and girls are suggested. 相似文献
5.
Martončik Marcel Kačmárová Monika Hruščová Eva Magáčová Žilková Ivana Kravcová Michaela 《International Journal for Educational and Vocational Guidance》2020,20(3):543-565
The underlying calculus assumption of Holland’s theory was tested in two samples of primary school students (N1 = 400 and N2 = 250) with an average age of 13.86 and 14.14 years, respectively. Both exploratory and confirmatory multidimensional scaling and Hubert and Arabie’s randomization test of hypothesized order relations were calculated. The circular spatial arrangement of RIASEC types was not confirmed in either of the two samples. The study discusses possible causes of the inappropriateness of using Holland’s model in an adolescent sample.
相似文献6.
Li‐fang Zhang 《教育心理学》2008,28(1):1-14
The present study replicated investigation of the link between Holland’s six career interest types and Costa and McCrae’s big five personality traits in a Chinese context. A sample of 79 university students from Hong Kong evaluated their own abilities and responded to the Short‐Version Self‐Directed Search (SVSDS) and the NEO Five‐Factor Inventory. Results demonstrated external validity for the SVSDS, and suggested that even when students’ self‐rated abilities were taken into account, career interests and personality traits still significantly overlapped, although each construct made a unique contribution to the variance in the data. The specific ways in which the dimensions of career interests and personality traits were related to one another were generally consistent with those documented in the literature. The implications for educational research and educational practice in the Chinese context are discussed. 相似文献
7.
用Systat10.2及Sindscal软件对北京中学生职业兴趣结构进行探索性分析发现:北京中学生的职业兴趣基本符合Holland的职业兴趣分类理论;职业兴趣结构符合Holland的Riasec顺序,但职业均匀地散布在近似六边形区域内,而不是集中为六个点均匀分布在圆周上;兴趣结构的两个潜在维度与Prediger等提出的两个维度意义相同,但其相对重要性存在差异。 相似文献
8.
The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross-sectional paper-and-pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject-related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands-on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper-secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding. 相似文献
9.
This paper presents the findings of a three-year longitudinal study (Grades 9–11; N?=?756 students in German secondary schools; mean starting age?=?14.7 years) that explores the development of and the interplay between upper-secondary students’ individual interest and conceptual understanding in chemistry. Students’ individual interest was assessed in seven dimensions of school science activities (realistic, investigative, artistic, social, conventional, and networking) according to Dierks et al.'s RIASEC+N model. The data was collected annually using paper-and-pencil questionnaires. In order to analyse the longitudinal relation between students’ academic interest and conceptual understanding, Eccles et al.'s Expectancy-Value Theoretical Model of Achievement Choices (EEVT) was utilised and seven bivariate cross-lagged models were performed to investigate the assumed reciprocal relations between both constructs. Regarding the developmental progression of individual interest and conceptual knowledge, latent growth curve models indicate a small decrease in all of the seven dimensions of students’ interest in school science activities and concomitant a moderate growth of students’ conceptual understanding. Moreover, structural equation modelling suggests weak reciprocal relations between students’ conceptual understanding and their interest in investigative, social and networking school science activities, respectively. Furthermore, students’ interest in enterprising activities predicted their subsequent conceptual understanding. No systematic pattern of cross-lagged effects between the three remaining interest dimensions and conceptual understanding were found. The results indicate that school science activities, which provide the potential for cognitively activating learning opportunities, could enhance the relation between students’ interest and conceptual understanding. Implications for teaching practice and further research are discussed. 相似文献
10.
Maaike van der Vleuten Eva Jaspers Ineke Maas Tanja van der Lippe 《Educational studies》2016,42(2):181-200
This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is “appropriate” male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys’ occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks. 相似文献
11.
The soon to be implemented Australian Curriculum aims to integrate a futures orientation across subject areas. Guidelines and support for this specific initiative are being finalized. Only a little is known about the current teaching of a futures orientation or of secondary teacher interest, understanding and support for this important but challenging direction. This initial study surveyed 115 teachers from twelve secondary schools in Western Australia and aims to provide a basis for implementing the futures oriented elements into the year 7 to 10 curriculum. Most questions of respondents related directly to elements of the Australian Curriculum’s cross-curriculum priority of sustainability and of the general capabilities; these were extended to include a general appraisal of teachers’ interest in broader global issues, their self-efficacy in pursuing their interests and their suggestions for curriculum support. In overview, this initial study has shown that many Western Australian teachers are very receptive to developing a futures orientation into their classrooms in keeping with the rationale in the new national curriculum. It provides a foundation for follow up studies, supporting existing school interest and exploring specific opportunities for enhancing a futures orientation. It raises the possibility of engaging further with highly motivated teachers and schools in implementing the futures orientation components of the Australian Curriculum through its cross-curriculum priorities and general capabilities. 相似文献
12.
For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students. 相似文献
13.
Professor of Counselling Psychology Thomas F. Harrington 《International journal for the advancement of counseling》1986,9(4):331-339
These findings suggest that the cultures studied have present work models where-by crafts, scientific, artistic, social, business enterprise, and business detail interests can develop. If these six interest factors are valid within these cultures, it also suggests that vocational interests can be validly measured through Holland based scales and the Holland theory of vocational development can be a relevant cross-cultural theoretical orientation for career planning. The research supports the construct validity of the Career Decision-Making System. 相似文献
14.
Peter Davies 《牛津教育评论》2019,45(1):1-31
We present an analysis of A-level subject choices at around age 16 for a cohort of students in English schools who completed their studies in 2014. We examined both the National Pupil Database and a unique rich dataset on the subject preferences and subsequent choices between the ages of 16 and 18 (i.e. GCSE and A-level). We found substantive differences between students’ preferences and actual choices of ‘hard’ and ‘soft’ post-16 subjects (i.e. A-level). These differences were strongly associated with falsification of students’ expectations of examination grades taken at age 16 (i.e. GCSE) in the core subjects of English and mathematics. The sizes of these falsification effects were much larger than other significant associations such as gender, ethnicity, and social class. This suggests that subject choices are not rigidly framed by stable individual preferences and they are therefore open to influence from new information, persuasion, and opportunities. 相似文献
15.
Lydia M. Prieto Jonathan Aguero-Valverde Gustavo Zarrate-Cardenas Martin Van Maarseveen 《Journal of School Choice》2019,13(2):198-227
Choosing a specialty school involves huge challenges for families. This research aims to understand the behavioral process that leads families to choose among various specialty school programs. Discrete choice models, based on revealed preferences data from middle school applications in a large school district in Florida, are estimated using both, the top and all-ranked alternatives. This study returns insights into geographic settings, theme specialties and socioeconomic characteristics of applicants, schools and their relationships. Distance from home, the school’s academic quality, the school’s theme specialty, and the high percentage of applicant’s own race are found to be the strongest factors related to the decision to apply. 相似文献
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17.
Females are underrepresented in certain disciplines, which translates into their having less promising career outlooks and lower earnings. This study examines the effects of socio-economic status, academic performance, high school curriculum and involvement in extra-curricular activities, as well as self-efficacy for academic achievement on choices of academic disciplines by males and females. Disciplines are classified based on Holland’s theory of personality-based career development. Different models for categorical outcome variables are compared including: multinomial logit, nested logit, and mixed logit. Based on the findings presented here, first generation status leads to a greater likelihood of choosing engineering careers for males but not for females. Financial difficulties have a greater effect on selecting scientific fields than engineering fields by females. The opposite is true for males. Passing grades in calculus, quantitative test scores, and years of mathematics in high school as well as self-ratings of abilities to analyze quantitative problems and to use computing are positively associated with choice of engineering fields. 相似文献
18.
Xiaoming Sheng 《British Journal of Sociology of Education》2017,38(5):721-737
This article employs Bourdieu’s conceptual tools to unpack family influences on students’ subject and university choices in China. This empirical study employed mixed research approaches, using both quantitative and qualitative methods, to examine students’ choices of subjects and universities in a sample of secondary school students from the age of 16 to 18 in China. This study reveals that while there are few class differences in subject choice, students’ choices of a selected university is significantly associated with higher family income level. The data show that the probability of entering a top university for students from high-income families is greater than that of students from low-income families. 相似文献
19.
Chinese history (a subject entirely separate and distinct from ‘history’) has long been the most politically sensitive subject in Hong Kong's school curriculum. Previous studies have analysed the policies of the colonial and postcolonial Governments towards this subject. Here, we examine the role played by the Chinese history subject community (comprising teachers, academics and officials in the Government's educational bureaucracy), and look at the way in which this has operated as an autonomous interest group. We conclude that the influence of this subject community has been a key factor limiting the extent to which the local educational authorities have been able to develop a coherent policy in relation to history education in general, and the teaching of national history in particular. Specifically, advocates of the maintenance of Chinese history as a separate subject within the school curriculum have been able, by associating themselves with the post‐1997 agenda of ‘patriotic education’, to effectively hoist the local educational bureaucracy with its own petard. 相似文献
20.
In many countries, males currently lag behind females in schooling attainment but females are still underrepresented in STEM studies. This pattern has raised renewed interest in the potential of single-sex schools for enhancing STEM outcomes. Utilizing the unique setting in Seoul, where assignment to single-sex or coeducational high schools is random, and with multiple years of administrative data from the national college entrance examinations and a longitudinal survey of high school seniors, we assess causal effects of single-sex schools on students’ math test scores and choice of the science-math test. We also assess whether single-sex schools affect students’ interests and self-efficacy in math and science, and expectations and actual choices of a STEM college major in university. We find significantly positive effects of all-boys schools consistently across different STEM outcomes but not for girls. We address one possible mechanism by conducting mediation analysis with the proportion of same-gender math teachers. 相似文献