The Predictive Power of Measured Interests in Tertiary Course Choice: The Case of Science

Abstract

The structural relations between measured interests, school subjects studied, and preference for science and technology type tertiary courses in a group of male independent school students were examined in a longitudinal study. Sources of data included the Career Assessment Inventory and tests of scholastic aptitude completed at the beginning of Year 10, details of school subjects studied in Years 11 and 12, final examination results (Year 12), and details of first preference for a university or college course. The results showed that a substantial proportion of variance in both school subjects studied and tertiary course choice was predicted by measured interests. Students with higher general ability were more likely to apply for a science and technology type tertiary course. Students' occupational interests measured at Year 10 were strongly predictive of choice of school subjects for study in Years 11 and 12.

The Puzzle of Falling Enrolments in Physics and Chemistry Courses: Putting Some Pieces Together

“…A number of Australian studies (Ainley et al, 1994;Barnes, 1999;Kidd & Naylor, 1991) have reported links between students' decisions about science enrolment and their personality types. These studies were influenced by Holland's (1985) typology of personal interests, which have been described as Fpsychological traits which activate and arouse individuals to respond to external objects or events_ (Ainley et al, 1994, p. 127).…”

The generality of interest themes

“…The criteria were the 5 third-level clusters derived by Elsworth et al (1986). The study itself was complex, placing interests in contexts of aptitudes, subject choices and performances in the 2 final years of secondary school (Kidd & Naylor, 1991). Out of the mass of data and analyses used by Kidd (1992) I have chosen a synoptic view of the themes and criteria, which is shown in Figure 1.…”

Sex, status, and generic interests in fields of work, parents and offspring, and fields of study

“…More recent research and application, however, suggest that the Holland typology is not necessarily limited to aspects of the occupational world and may have more general implications. Naylor (1993), in arguing for a more general application of the typology, reviewed studies showing that it provided a comprehensive account of differences in school subject preferences (Care & Naylor, 1984;Naylor, 1989) and in choices of tertiary fields of study (Kidd & Naylor, 1991). These results suggest the possibility that Holland's typology as a theory of interests may be more general than its emphasis on occupations proposes.…”