Perceived change and Holland's theory.

Abstract

The purpose of the study was to determine if college student, male seniors assigned to one of Holland's personality types (using college major as the criterion) perceived themselves as having changed in a direction consistent with the profile of that type during the college years. In the analysis of variance of the scale scores, the test for the main effect of groups was found to be significant for the Realistic, Intellectual, and Artistic scales. The results suggest that for three of the groups perceived change was associated with the personality type.

Male occupational constancy and change: Its prediction according to Holland's theory.

“…Roe (1964) and Osipow (1968) have criticized the tendency to study the relationship between occupational choice and personality theory instead of the more direct and desirable investigation of the relationship between occupational choice and actual personality tests. Typical of the former studies are those reported by Walsh and Lacey (1969) and Folsom (1969). The more direct investigation in the present study finds a significant relationship between male occupational choices and personality factor scores as measured by the OPI.…”

Occupational preference and the validity of the Strong-Campbell Interest Inventory for college men and women.

“…Of particular note is the finding that students who expressed preferences consistent with their measured interests reported higher levels of satisfaction and perceived congruence (Walsh & Lacy, 1969). Even though they tended to do so less frequently, women who made choices on the basis of their interests were no different on the dependent variables from their male counterparts.…”

Major Changes

“…In a meta-analysis, Spokane (1985) reviewed 15 studies investigating satisfaction with job or with academic major and reported that, although there were some mixed findings, there were positive relations between congruence and both academic and job satisfaction. Furthermore, incongruence has been related to academic major change (Holland, 1963; Holland & Nichols, 1964; Walsh & Lacey, 1969, 1970), whereas congruence has been related to persistence in academic major choice (Allen & Robbins, 2008) and to GPA (Tracey & Robbins, 2006).…”