Interests, self-efficacy, and choice goals: An experimental manipulation

Bonitz, Verena S.; Larson, Lisa M.; Armstrong, Patrick Ian

doi:10.1016/j.jvb.2009.09.003

Cited by 34 publications

(23 citation statements)

References 22 publications

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“…For male-typed activities only, these linkages were bidirectional: Youths' perceptions of skills were linked to relatively greater interest in those activities over time, and interest in male-typed activities lead to greater feelings of competence. These findings are consistent with research documenting bidirectional links between skills and interests in specific academic and occupational domains, such as math and technology (Nauta et al 2002; Tracey, 2002; Bonitz et al, 2010; Marsh et al, 2005), and with Jacobs et al's (2002) proposal that the direction of influence between interests and skills may be bidirectional.…”

Section: Discussionsupporting

confidence: 89%

“…Building on the expectancy-value model, however, recent studies have documented reciprocal links between interests and skills. For example, using short term longitudinal data, researchers have found bidirectional links between math interests and skills among late elementary (Tracey, 2002), middle school (Marsh et al, 2005), and college students (Bonitz et al, 2010). Further, a study of young children's academic motivation in math and reading found that changes in skills predicted changes in interests and some evidence that interests predicted skills (Nurmi & Aunola, 2005).…”

Section: Longitudinal Associations Between Interests and Skillsmentioning

confidence: 99%

“…In this study we measured skills and interests at three points in time across seven years. Further, prior studies examined interests and skills in specific domains, such as sports, math, or technology (Bonitz et al, 2010; Nurmi & Aunola, 2005). Toward developing a more general picture of the role of gender, we assessed skills and interests in range of gendered activities extending from the academic (e.g., math, language arts) to leisure (e.g., sports, music) domains.…”

Section: Longitudinal Associations Between Interests and Skillsmentioning

confidence: 99%

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Longitudinal associations between gender-typed skills and interests and their links to occupational outcomes

Lee

Lawson

McHale

2015

Journal of Vocational Behavior

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Although gender-based occupational segregation has declined in past decades, the world of work remains segregated by gender. Grounded in research showing that individuals tend to choose jobs that match their interests and skills, this study examined the longitudinal associations between gendered activity interests and skills from middle childhood through adolescence and tested gendered interests and skills, measured in adolescence, as predictors of occupational outcomes in young adulthood. Data were collected from 402 participants at four time points— when they averaged 10, 12, 16, and 25 years old. Results revealed that the longitudinal linkages between male-typed interests and skills were bidirectional, that both male-typed interests and skills in adolescence predicted working in male-typed occupations in young adulthood, and that skills, but not interests, predicted income. In contrast, female-typed interests predicted female-typed skills, but not the reverse, adolescent female-typed skills (but not interests) predicted working in female-typed occupations in young adulthood, and there were no links between female-typed interests or skills and income. Discussion focuses on the differential meanings and developmental implications of male-versus female-typed interests and skills.

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Section: Discussionsupporting

confidence: 89%

Section: Longitudinal Associations Between Interests and Skillsmentioning

confidence: 99%

Section: Longitudinal Associations Between Interests and Skillsmentioning

confidence: 99%

See 1 more Smart Citation

Longitudinal associations between gender-typed skills and interests and their links to occupational outcomes

Lee

Lawson

McHale

2015

Journal of Vocational Behavior

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“…As pesquisas sobre o modelo de valência da teoria da expectativa, geralmente têm mensurado a preferência ocupacional simplesmente perguntando aos sujeitos o quanto estão atraídos ou interessados em uma determinada ocupação (Brooks & Betz, 1990;Bonitz et al, 2010;Aiman-smith et al, 2001). Seguindo esta vertente da teoria, a escala de preferência em relação à vaga escolhida foi obtida por meio de questionamento direto aos sujeitos participantes.…”

Section: Opções De Remuneraçãounclassified

Expectativa de remuneração como atributo de atratividade da profissão de auditoria independente no Brasil

Marques¹

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“…A direct effect was also found, indicating the presence of a mechanism which does not require repeated exposure to the domain. Bonitz et al (2010) hypothesized that an affective mediating factor may exist which leads to the development of self-efficacy, though this possibility will need to be addressed in future research.…”

mentioning

confidence: 99%

Personality, interests, and self-efficacy: The incremental validity of basic level constructs in discriminating among college majors and occupational aspirations

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products. Occupations that Artistic individuals often prefer are interior decorator, writer, or actor. Holland (1997) describes the personality of the Artistic type as expressive, open, original, intuitive, liberal, nonconforming, introspective, independent, and disorderly. Social. Individuals in the Social type prefer activities that entail the manipulation of others to inform, train, develop, cure, or enlighten. These preferences tend to lead to human relations competencies and a preference for occupations such as teaching and counseling. Social individuals want to serve and be helpful to others in situations such as medical support, institutional service, or reciprocal interaction. Holland (1997) describes the Social personality type as being helpful, responsible, empathetic, understanding, friendly, and generous. Enterprising. Individuals of the Enterprising type prefer activities that entail manipulation of others to attain organizational goals or economic gain. These preferences lead them to acquire leadership, interpersonal, and persuasive skills. Managers and sales personnel are examples of typical Enterprising occupations. Holland (1997) describes the personality of the Enterprising type as somewhat aggressive, popular, self-confident, sociable, and possessing leadership and speaking abilities. They may view problems in terms of social influence, and apply their specific skills to problem solving. Conventional. Individuals in the Conventional type tend to prefer activities that entail the explicit, ordered, systematic manipulation of data. Examples of this can be keeping records and filing materials. Conventional individuals are often in occupations such as bookkeeper or banker. When solving problems a Conventional individual is likely to use established rules, practices, and procedures. Holland (1997) also uses the adjectives 9 inflexible, persistent, methodical, obedient, efficient, and unimaginative to describe the Conventional personality type. Holland (1997) noted that people tend to resemble more than one, and often, all, of the types to some degree. Therefore, an individual's vocational personality is a combination of several of the types. The pattern of each individual's types is called a sub-type, and is described by the first letter of each type in the order of magnitude for that person. More frequently, a "Holland code" composed of the highest three letters of the type code is used in assessment and intervention. In addition to people being characterized by combinations of the different types, the other main component of Holland's (1997) theory is the tenet that work environments can also be described on the basis of the six types, determined by the personalities of the people working in them and by the types of work activities in which people in those work environments typically engage in. Work environments can also be described in terms of summary codes, allowing for the study and comparison of people or groups with specific environments. RIASEC Concurrent and Incremental Validity While some...

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Interests, self-efficacy, and choice goals: An experimental manipulation

Cited by 34 publications

References 22 publications

Longitudinal associations between gender-typed skills and interests and their links to occupational outcomes

Longitudinal associations between gender-typed skills and interests and their links to occupational outcomes

Expectativa de remuneração como atributo de atratividade da profissão de auditoria independente no Brasil

Personality, interests, and self-efficacy: The incremental validity of basic level constructs in discriminating among college majors and occupational aspirations

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