Identity Status, Consistency and Differentiation of Interests, and Career Decision Self-Efficacy

Nauta, Margaret M.; Kahn, Jeffrey H.

doi:10.1177/1069072705283786

Cited by 79 publications

(76 citation statements)

References 27 publications

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“…Specifically, this research showed that more differentiated interests are related to more stable career aspirations and vocational interests (Bergmann, 1993;Holland, 1968), problem solving abilities (Holland, Gottfredson, & Nafziger, 1975), career maturity for females (Miner, Osborne, & Jaeger, 1997), career choice readiness and vocational identity for adolescents (Hirschi & Läge, 2007), and career certainty (Sackett & Hansen, 1995) as well as a more advanced identity status among college students (Nauta & Kahn, 2007). Others found that poorly differentiated interests are related to less conscientiousness but more openness for female university students (De Fruyt & Mervielde, 1997).…”

Section: Research On Interest Differentiationmentioning

confidence: 99%

Development and Criterion Validity of Differentiated and Elevated Vocational Interests in Adolescence

Hirschi

2009

Journal of Career Assessment

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Interest differentiation and elevation are supposed to provide important information about a person's state of interest development yet little is known about their development and criterion validity. The present study explored these constructs among a group of Swiss adolescents. Study 1 applied a cross-sectional design with 210 students in eleventh grade. Study 2 applied a one-year longitudinal design with 289 students in seventh to eighth grade. Gender, personality traits, and career exploration were significant predictors of state and development of differentiation and elevation. Increase in differentiation predicted increase in career decidedness above traits. Elevation could not predict increase in exploration behavior over traits. The results provide support for differentiation and elevation as important aspects of adolescents' vocational interests.

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Section: Research On Interest Differentiationmentioning

confidence: 99%

Development and Criterion Validity of Differentiated and Elevated Vocational Interests in Adolescence

Hirschi

2009

Journal of Career Assessment

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“…Individuals in the diffuse identity status have many negative characteristics including high neuroticism, low conscientiousness, low levels of agreeableness, low levels of well-being, and fewer internalized values and prosocial behaviours (Clancy, & Dollinger, 1993;Nauta, & Kahn, 2007;Padilla-Walker et al, 2008;Waterman, 2007). In addition, identity diffusion has been associated with general apathy, academic and drug problems, poor interpersonal skills, and those more affected by one's environment.…”

Section: Introductionmentioning

confidence: 99%

“…However, such individuals are also high in neuroticism and low in conscientiousness. They experience low levels of psychological well-being and lack confidence in their ability to make effective career decisions (Clancy, & Dollinger, 1993;Nauta, & Kahn, 2007;Padilla-Walker et al, 2008;Waterman, 2007). Researchers taking a developmental approach to identity argue that individuals tend to spend less time in this status due to the stress associated with its high level of exploration and low commitment.…”

Section: Introductionmentioning

confidence: 99%

“…The foreclosure identity status is associated with low conflict and idealized relationships with their parents, closed-mindedness, smug self-satisfaction, authoritarianism, and not being open to new experiences (Skorikov, & Vondracek, 1998;Schwartz, 2005). These characteristic behaviours indicate that commitment without explorations of alternative identities may result in problematic personal adjustment (Clancy & Dollinger, 1993;Nauta, & Kahn, 2007;Padilla-Walker et al, 2008;Waterman, 2007). Foreclosed individuals are likely to be much more attached to their secure life and those who have contributed to their security; they resist change and are attached to known norms, rules and what is familiar to them (Mikolyski, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Relationship among Occupational Identity, Attitude toward Work, Age and Gender of First Year University Students in Kenya

Ireri¹,

Thuku²,

Karugu³

2013

PSBR

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-The study aimed at finding out the relationship among occupational identity, attitude toward work, age and gender among Kenyan university students. Participants were 166 first year undergraduate students (103 male, 63 female; age range 17-23 years; M = 19.2; SD = 1.16) enrolled for Bachelor of Commerce and Bachelor of Business Administration degree courses in Dedan Kimathi University. Data collection was done using a questionnaire composed of items adapted from Occupational Identity Scale-Revised (OIS-R) and the Work Opinion Questionnaire. Data were analyzed using factor analysis, correlation analysis and multivariate analysis of variance. A significant positive relationship was found between age and achievement occupational identity (r (164)=.195, P=.05). The results further indicate that attitude toward work had very weak positive correlations with age (r (164) = .041, P= .05). In addition, attitude had very weak positive correlations with moratorium (r (164) = .017, P= .05) and foreclosure (r (164) =.021, P= .05) occupational identities. However, attitude toward work had very weak negative correlations with achievement(r (164) = -.022, P= .05) and diffusion (r (164) = -.112, P= .05) occupational identities. No statistically significant relationship was found between gender and degree choice (χ 2 (1) = 3.651, P = .056). The Hotelling trace test results indicate that boys and girls do not differ in any of the occupational identity statuses (F=1.57, P=0.05). The results reaffirm the view that occupational identity is a complex developmental process involving the interaction of personality, age and other related factors. Areas of further research are suggested.

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“…Because college is a key time for career decision-making, traditional aged college students have been a focus for career development researchers (e.g., Albaugh & Nauta, 2005;Betz & Borgen, 2009;Brown & Lavish, 2006;Duffy & Klingaman, 2009;Nauta & Kahn, 2007;Scott & Ciani, 2008). Throughout histo~y, one's race and gender (e.g., African American, Latinofa, women) have served as obstacles to the attainment of a college education (Gelber, 2007).…”

Section: Introductionmentioning

confidence: 99%

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Tirpak

Schlosser

2013

The Career Development Quart

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The mentor and any other committee members who wish to review revisions will sign and date this document only when revisions have been completed. Please return this form to the Office of Graduate Studies, where it will be placed in the candidate's file and. submit a copy with your final dissertation to be bound as page number two. AbstractThis study examined the effectiveness of the computer-assisted career guidance system, FOCUS-2, on first-year college students' social cognitive career development.Specifically. career decision self-efficacy (CDSE) and assessment of attributions for career decision-making (AACDM) was assessed using repeated measures ANOVAs with a sample of 420 first-year college students. Results demonstrated that FOCUS-2 increased participants' confidence in their ability to make career decisions and altered their assessment of attributions to a less optimistic style for career decision-making.Results also revealed that the amount of time spent using FOCUS-2 was not significantly related to CDSE and AACDM. Furthermore, no gender differences were found for CDSE: however, women had adopted a more optimistic attributional style for career decision-making than men after using FOCUS-2. African American participants also reported significantly greater CDSE and more optimistic AACDM in comparison to Asian American participants after using FOCUS-2. Lastly, participants with declared majors had significantly greater CDSE than those participants who were undecided about their academic major, and those who indicated that they had a declared major, but were uncertain in their choice of major. There were no significant differences found for academic major and AACDM in this study. Implications for counseling and career professionals are discussed.

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Identity Status, Consistency and Differentiation of Interests, and Career Decision Self-Efficacy

Cited by 79 publications

References 27 publications

Development and Criterion Validity of Differentiated and Elevated Vocational Interests in Adolescence

Development and Criterion Validity of Differentiated and Elevated Vocational Interests in Adolescence

Relationship among Occupational Identity, Attitude toward Work, Age and Gender of First Year University Students in Kenya

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

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