Thirty-Year Stability and Predictive Validity of Vocational Interests

Rottinghaus, Patrick J.; Coon, Kristin L.; Gaffey, Abigail R.; Zytowski, Donald G.

doi:10.1177/1069072706294517

Cited by 47 publications

(33 citation statements)

References 32 publications

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“…The structure and content of the SVS has been validated in large, international studies (e.g., Schwartz & Bardi, 2001;Schwartz & Bilsky, 1987;Schwartz & Boehnke, 2004). The SGP also incorporates values domains not covered by the SVS but highlighted by other researchers, such as physical health and spirituality (Braithwaite & Law, 1985) and work (Rottinghaus, Coon, Gaffey & Zytowski, 2007;Savickas, Taber & Spokane, 2002). Examples of items are, "Having genuine, close friends" (Relationship), "Having authority, being in charge" (Power), "Being curious, discovering new things" (Self Direction) and "Being safe from danger" (Security).…”

Section: Methodsmentioning

confidence: 99%

Relationships between valued action and well-being across the transition from high school to early adulthood

Williams

Ciarrochi

Heaven

2014

The Journal of Positive Psychology

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Well-being promotes positive outcomes, which may include the ability to live according to one's values, and values-congruent living may be a source of well-being. The current longitudinal study tested bi-directional relationships between subjective well-being and the extent to which values are seen as personally important, pressured by others, activated and successfully enacted. Participants were 468 young people (51.9% female) who responded to questionnaires in the final year of high school (Grade 12) and again approximately one year later. Regression analyses showed that life satisfaction predicted increasing value importance, activity and successful enactment. Valued action did not predict later well-being, when baseline levels of well-being were controlled. Positive changes in well-being over time were correlated with increased value importance, decreased pressure and greater success in enacting values. The findings build on a small body of research exploring the reciprocal interaction of well-being and valued action, and have implications for interventions.

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Section: Methodsmentioning

confidence: 99%

Relationships between valued action and well-being across the transition from high school to early adulthood

Williams

Ciarrochi

Heaven

2014

The Journal of Positive Psychology

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“…Third, interests appear stable over many years (Hansen & Swanson, 1983;Low & Rounds, 2007;Rottinghaus, Coon, Gaffey, & Zytowski, 2007;Strong, 1955;Swanson & Hansen, 1988). Furthermore, in a meta-analysis (k = 66, N = 23,665), Low, Yoon, Roberts, and Rounds (2005) provided convincing evidence that interests remain relatively unchanged in adolescence and increased dramatically during the college years, and then remained stable for the next two decades.…”

Section: Development Of Interestsmentioning

confidence: 95%

“…This may be due to the early construction of E. K. Strong's Vocational Interest Blank (1927) and the popularity of Holland's hexagonal structure of interests. It seems clear that interests are, in large part, due to nature (e.g., Betsworth et al, 1994) and that they are relatively stable across time (e.g., Hansen & Swanson, 1983;Low & Rounds, 2007;Low et al, 2005;Rottinghaus et a!., 2007;Strong, 1955).…”

Section: Interestsmentioning

confidence: 99%

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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“…Work value, although less prominent than vocational interests in both research and practice, does provide an alternative manner to describe both occupations and persons. Rottinghaus et al (2007) conducted a 30-year follow-up examination of 107 former high school juniors and seniors from a rural Midwestern community. The instrument was Kuder Occupational Interest Survey (KOIS).…”

Section: Work Valuesmentioning

confidence: 99%

An exploration of adult career interests and work values in Taiwan

Tien

2011

Asia Pacific Educ. Rev.

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The purpose of the study was to investigate the relationship between vocational interests and work values among 206 adults in Taiwan. The instruments were the Career Interest Inventory developed based on Holland's RIASEC typology and the Work Value Inventory developed based on Super's theory. The results of multivariate analysis of variance indicated significant gender differences in overall vocational interests and overall work values. In addition, the gender differences were found in three vocational interests (Realistic, Artistic, and Social) and three types of work value (Achievement, Economic Return, and Way of life). The results of canonical correlation analyses showed similar, but not exactly the same, patterns in correlation of interests and values between men and women. These results were discussed in terms of their implications for research and practice.

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Thirty-Year Stability and Predictive Validity of Vocational Interests

Cited by 47 publications

References 32 publications

Relationships between valued action and well-being across the transition from high school to early adulthood

Relationships between valued action and well-being across the transition from high school to early adulthood

Worklife Across the Lifespan

An exploration of adult career interests and work values in Taiwan

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