Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

Lavrijsen, Jeroen; Tracey, Terence J. G.; Verachtert, Pieter; Vroede, Tine De; Soenens, Bart; Verschueren, Karine

doi:10.1016/j.paid.2021.110685

Cited by 9 publications

(6 citation statements)

References 34 publications

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“…The influence of cognitive abilities and vocational interests pervades almost every stage of professional development, from high school course preferences ( Lavrijsen et al 2021 ; Wai et al 2009 ) to university majors ( Ackerman and Beier 2003 ) and university GPAs ( Berry and Sackett 2009 ; Nye et al 2012 ), as well as eventual career choices ( Lubinski and Benbow 2006 ; Tracey and Hopkins 2001 ) and job performance ( Nye et al 2017 ; Schmidt and Hunter 2016 ; Van Iddekinge et al 2011 ). The combined effect of interests and abilities on educational and work outcomes can be explained by theories of intellectual development ( Ackerman 1996 ; Holland 1973 ), which posit that interests and abilities are mutually reinforcing in the development of domain-specific knowledge; that is, individuals are more likely to attempt to learn information they are interested in, and if they are able to learn that information successfully, their interest in it is likely to increase, leading to further attempts at learning.…”

Section: Introductionmentioning

confidence: 99%

“…Integrative models of individual differences, such as PPIK ( Ackerman 1996 ) and Schmidt ’s ( 2014 ) theoretical model, have established frameworks for how these traits relate to one another developmentally, leading to the acquisition of knowledge and skills. Other studies have analyzed interests and abilities in relation to outcomes such as school subject preferences ( Lavrijsen et al 2021 ), college major ( Achter et al 1999 ), occupational choice ( Austin and Hanisch 1990 ), and professional eminence ( Bernstein et al 2019 ). Meta-analyses have also provided evidence for the correlations between these variables ( Ackerman 1997 ; Pässler et al 2015 ).…”

Section: Introductionmentioning

confidence: 99%

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Interest–Ability Profiles: An Integrative Approach to Knowledge Acquisition

2022

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Cognitive abilities and interests both play an important role in guiding knowledge acquisition, but most previous studies have examined them separately. The current study used a large and representative dataset to integrate interests and abilities using a person-centered approach that examines how distinct profiles of interests and abilities relate to individual strengths and weaknesses in knowledge. Two key findings emerged. First, eight interest–ability profiles were generated from Latent Profile Analysis (LPA), which replicated and extended the interrelations of interests and abilities found in previous studies using variable-centered approaches. Second, each profile’s strongest knowledge scores corresponded to their strongest abilities and interests, highlighting the importance of interest–ability profiles for guiding the development of knowledge. Importantly, in some domains, the lower ability profiles were actually more knowledgeable than higher ability profiles. Overall, these findings suggest that people learn best when given opportunities to acquire knowledge relevant to both their interests and abilities. We discuss how interest–ability profiles inform integrative theories of psychological development and present implications for education and career development.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interest–Ability Profiles: An Integrative Approach to Knowledge Acquisition

2022

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“…Clearly, there are multiple ways to construct a meaningful, productive, and satisfying life. Although knowledge of a person's abilities, educational/occupational interests, and opportunities is essential (Hoff et al, 2021(Hoff et al, , 2020Lavrijsen et al, 2021;Lordan & Pischke, 2021), as centennial reviews of the psychological literature have well-documented (Dawis, 1992;Lubinski, 2016;Sackett et al, 2017), this knowledge alone is insufficient to understand subsequent development and what a person eventually becomes. Life priorities and personal commitments also must be considered.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, best practices in talent development interventions and opportunities stress that it is not only ethical but optimal for society, to treat each person as an individual rather than as a member of some group (Benbow & Stanley, 1996; Corno et al, 2002; Gottfredson, 1981, 2002, 2005; Lubinski, 1996, 2010, 2016; Lubinski & Benbow, 2000, 2001, 2021). This involves aligning interventions and opportunities in accordance with each person’s individuality (Hanna et al, 2021; Hoff et al, 2021, 2020; Lavrijsen et al, 2021; Lordan & Pischke, 2021; Lubinski, 1996, 2000; Lubinski & Benbow, 2000, 2001; Stoet & Geary, 2022; Warne et al, 2019).…”

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confidence: 99%

Composing Meaningful Lives: Exceptional Women and Men at Age 50

Lubinski

Benbow

McCabe

et al. 2023

Gifted Child Quarterly

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To understand divergent and remarkable lives lived, we examined the accomplishments, family dynamics, life orientation, psychological well-being, and definition of a meaningful life among two exceptional groups at age 50: Top Science, Technology, Engineering, & Mathematics (STEM) doctoral students (270 males, 255 females, originally surveyed in their mid-20s) and profoundly gifted adolescents (263 males, 71 females, top 0.01% in ability, first studied at age 12). The creativity and occupational stature of both cohorts were extraordinary and commensurate. Life priorities, time allocation, and breadth of interests created paths that differed for women and men, resulting in contrasting, but equally exceptional, life outcomes across career, life, and relationship satisfaction. Distinct constellations of personal attributes of intellectually and scientifically brilliant women, relative to such men, operated to form satisfying and productive lives that differed for the women and men as a whole. Findings cast light on the participation of women and men in STEM and conceptually demanding leadership positions.

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“…Additional research is required to investigate the connection between school subject preferences and future study interests. As Lavrijsen et al (2021) suggest, studying subject preferences in younger individuals is particularly important, as the earlier students establish a clear understanding of their interests, the better equipped they will be to make informed study choices throughout their educational journey (p. 2).…”

Section: Gus Students' School Subject-specific Preferences and Their ...mentioning

confidence: 99%

The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students

Kaleva,

Pursiainen,

Celik

et al. 2023

Nordic Journal of Transitions, Careers and Guidance

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This study examines how general upper secondary (GUS) students' school subjectspecific preferences, mathematical and verbal self-efficacy beliefs, and gender, relate to students' university study field interests. A cohort sample of 601 students from ten Finnish GUS schools from Oulu answered a survey inquiring students current and further study interests. To investigate underlying factors regarding GUS students' educational interests, we adapted the Social Cognitive Career Theory (SCCT) as a theoretical baseline for this study. To examine factor structures behind the interests, a series of exploratory factor analyses, linear simple regression analyses, and cluster analyses were conducted. Findings showed that subject preferences and self-efficacy beliefs can, to some extent, predict interest in science & technology, service, health & education, and economics & social sciences. However, gender was found to be an overarching predictor of study field interest. Our results emphasize the need to develop gender-sensitive guidance methods and the importance of building such cooperation between school and working life that highlights anti-stereotypical role models. We also present suggestions for future research and concrete methods that would enable students to reflect on their current educational and career choices more broadly, based on their own strengths while being more aware of the directing influence of gender on their educational and career choices.

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Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

Cited by 9 publications

References 34 publications

Interest–Ability Profiles: An Integrative Approach to Knowledge Acquisition

Interest–Ability Profiles: An Integrative Approach to Knowledge Acquisition

Composing Meaningful Lives: Exceptional Women and Men at Age 50

The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students

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