Educational Aspirations: The Contribution of Personality, Self-Efficacy, and Interests

Rottinghaus, Patrick J.; Lindley, Lori D.; Green, Melinda A.; Borgen, Fred H.

doi:10.1006/jvbe.2001.1843

Cited by 111 publications

(152 citation statements)

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“…Moving beyond career choices, researchers may also want to explore the role of personality traits in related vocational outcomes (e.g., satisfaction with major [e.g., Logue, et al, 2007]), academic choice goals and choice actions (e.g., educational aspirations [Rottinghaus, Lindley, green, & Borgen, 2002], persistence to complete degree), and academic outcomes (academic performance within the major, withdrawal).…”

Section: Future Suggestionsmentioning

confidence: 99%

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

Larson

Bailey

et al. 2010

Journal of Vocational Behavior

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The purpose of this study is to examine the role of personality traits measured by the Multidimensional Personality Questionnaire (MPQ; Tellegen, 2000 andTellegen and Waller, 2008) in selecting educational majors. Personality traits were examined alone, and with the combination of Holland's hexagonal confidence domains, as measured by the general confidence themes (GCT) of the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 2005), and Holland's interest domains, as measured by the general occupational themes (GOTs) of the 2005 Strong Interest Inventory (SII; Donnay, Morris, Schaubhut, & Thompson, 2005). Personality traits significantly contributed to the discrimination of nine educational major families in a sample of 368 undergraduate decided students. When the set of confidence and interest scales was added to the personality traits, the conservative jack knife hit rate was almost doubled. Keywordsconfidence, self-efficacy, personality traits, interests, college major, MPQ, Choice actions Disciplines Educational Psychology | Higher Education | Industrial and Organizational Psychology | Personality and Social ContextsComments NOTICE: this is the author's version of a work that was accepted for publication in Journal of Vocational Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Vocational Behavior, [76, 2 (2010) Running head: Personality, Self-efficacy, and Interests 1 NOTICE: this is the author's version of a work that was accepted for publication in Journal of Vocational Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Personality, self-efficacy, and interests 2 AbstractThe purpose of this study is to examine the role of personality traits measured by the Multidimensional

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Section: Future Suggestionsmentioning

confidence: 99%

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

Larson

Bailey

et al. 2010

Journal of Vocational Behavior

Self Cite

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“…The SCCT theory postulates that SE is domain specific. Consistent with the theory, a number of studies have consistently shown evidence that specific versus general RIASEC domains of SE and interest domains of SE and confidence are significantly more predictive of careerrelated goals and choice actions such as educational major, choice of occupation, and educational aspiration (e.g., Betz et al, 2003;Donnay & Borgen, 1996Gasser et al, 2007;Larson, Wu, et al, 2010;Rottinghaus et al, 2002;Rottinghaus, Betz et al, 2003).…”

Section: Career-related Choicementioning

confidence: 81%

“…Besides the meta-analyses, multiple studies have shown SE to be predictive of choice of major (e.g., Larson, Wei, Wu, Borgen, & Bailey, 2007), occupation (e.g., Betz et al, 2003;, and educational aspirations (e.g., Rottinghaus, Betz, et al, 2003;Rottinghaus, Lindley, Green, & Borgen, 2002). Likewise, researchers have shown interests to be predictive of choice of major (Gasser et al, 2007;Harmon et al, 1994) and choice of occupation (e.g., Ackerman & Beier, 2003;Donnay & Borgen, 1996;Donnay et al, 2005;Harmon et al, 1994).…”

Section: Career-related Choicementioning

confidence: 99%

“…Basic dimensions of confidence have also been shown to differentiate educational major choice and occupational choice . Interests have long been shown to discriminate among educational major choices (e.g., Rottinghaus et al, 2002) and occupational choice (e.g., Donnay & Borgen, 1996; Harmon et a!., 1994). Self-efficacy and outcome expectancies have also been shown to relate to career choice partly through interests (Lent, 2005).…”

Section: Educational Achievementmentioning

confidence: 99%

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Worklife Across the Lifespan

Larson¹

2011

Oxford Handbooks Online

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An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

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“…Furthermore, it is asserted that aspects of the environment might have direct and moderating influences on career decision-making such as quality of educational experiences (Brown, 2002;Tang et al, 2008). In this regard Rottinghaus, Lindley, Green and Borgen (2002) found that learning environments have been proven to statistically significantly influence an individual's level of educational aspirations. Turner and Lapan (2002) found, and were later confirmed by Tang and colleagues (2008), that learning experiences, significantly influence self-efficacy, which then impact career interest and choices.…”

Section: Theoretical Underpinningmentioning

confidence: 99%

Validation of a Measuring Instrument to Ascertain the Effectiveness of Career Guidance Provided as Part of the Subject Life Orientation

Jonck¹

2014

AJIS

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Educational Aspirations: The Contribution of Personality, Self-Efficacy, and Interests

Cited by 111 publications

References 33 publications

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

Worklife Across the Lifespan

Validation of a Measuring Instrument to Ascertain the Effectiveness of Career Guidance Provided as Part of the Subject Life Orientation

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