Vocational behavior and career development, 1975: A review

Osipow, Samuel H.

doi:10.1016/0001-8791(76)90072-5

Cited by 28 publications

(6 citation statements)

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“…Further, environmental consistency (i.e., the degree to which an environment is composed of like or reasonably similar personality types) and differentiation (i.e., the degree to which an environment is dominated largely by a single personality type) are posited as being positively related to the vocational stability and satisfaction of individuals. Periodic critiques of the research literature on vocational behavior and career development by Osipow (1976), Betz (1977), Zytowski (1978), and Walsh (1979) provide additional insights into the background theory of Holland's (1973) propositions and related empirical findings. Walsh (1973) also provided a thorough summary and critique of five person-environment interaction models based on six attributes of formal theories (i.e., comprehensiveness, clarity and explicitness, operational adequacy, incorporation of known findings, parsimony, and generation of empirical research).…”

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confidence: 99%

Faculty teaching goals: A test of Holland's theory.

Smart¹

1982

Journal of Educational Psychology

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confidence: 99%

Faculty teaching goals: A test of Holland's theory.

Smart¹

1982

Journal of Educational Psychology

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“…Parents and teachers influence children's personal values about careers by controlling how much information children get about various occupations (for example, requirements for entry, rewards offered, and opportunities for advancement). Parents from different social classes can steer their children into fundamentally different vocational areas (Brim and Wheeler, 1966;Osipow, 1976;Walsh, 1979). Children receive subtle cues from adults about whether the rewards from different occupations are worth the effort to gain occupational entry (ODowd and Beardslee, 1967) and whether they are likely to succeed in the more demanding professions (Vroom, 1964).…”

Section: Theorymentioning

confidence: 99%

“…Children receive subtle cues from adults about whether the rewards from different occupations are worth the effort to gain occupational entry (ODowd and Beardslee, 1967) and whether they are likely to succeed in the more demanding professions (Vroom, 1964). Parents from different social classes can steer their children into fundamentally different vocational areas (Brim and Wheeler, 1966;Osipow, 1976;Walsh, 1979). Research on the vocational preferences of blacks and women, for instance, particularly support this proposition (Shea et al, 1971;Coleman et al, 1970;Hager and Elton, 1971).…”

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Personality Types and Career Patterns: Some Empirical Evidence on Holland's Model

Feldman

Arnold

1985

Can J Adm Sci

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Using John Holland's theory of career development, the paper tests nine hypotheses about the role of personality type in individuals' career choices, career mobility, and cqreer satisfaction. Data were collected from 964 accountants on the impact that personality type has on the following dependent variables: entry into the occupation; satisfaction with vocational choice; job satisfaction; professional commitment; opportunities to develop friendrhips at work; co-operation with co-workers; tenure in the profession; and intention to change professions. The data suggest that personality type is signijicantly related to job satisfaction, satisfaction with vocational choice, and professional commitment but has much less impact on entry into the occupation, opportunities to develop friendships at work, co-operation with co-workers, tenure in the profession, and intentions to change professions. TheoryA focal concern in the research on career development is the importance of the role of personality. To what extent does personality type influence occupational choice? To what extent does personality type influence how satisfied individuals are with the kind of work they do and with the kind of people they work with? To what extent does personality type predict professional commitment or, conversely, intention to change vocations? In this paper we will be examining some empirical evidence that addresses these questions.There are four general theoretical arguments that underlie the research on the role of personality in vocational choice. The first is that early childhood and adolescent experiences lead individuals to prefer some activities and to avoid others (Fabry, 1976; Salamone and Slamey, 1978;Yonge and Regan, 1975). Personality factors, family forces, and social class and cultural influences all act upon a person's early preferences. The works of Blau (1956), Roe (1956), Maddi (1968), Crites (1969), Super (1972), and Gough (1976) all suggest how parents and teachers influence the preferences of children for certain activities. For instance, if parents Con] Adtnin Sci 2, no 1 Uune 1985): 192-210

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“…Once they stop working, many women have difficulty returning to full-time work, and instead work fewer hours or switch to part-time working patterns after marrying or having children 12 ) . In the 1970s, Western countries saw changes in gender roles develop, alongside an increasing proportion of women in the workforce 13 , 14 ) . Japanese women, however, continue to be taught that they should be exclusively responsible for domestic affairs 15 ) as well as being the main provider of care to children and other family members 16 ) .…”

Section: Introductionmentioning

confidence: 99%

Developing a questionnaire on the quality of working life for female medical and healthcare professionals

et al. 2021

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This study aimed to develop a questionnaire on the quality of working life among female medical and healthcare professionals and examine its validity and reliability. The questionnaire was developed from an item pool drawing on the literature. The four trait scales included 40 items, covering female-specific stress in continuing a career, stress of lifestyle in maintaining personal values, job satisfaction and social support network. The questionnaire's validity and reliability were assessed using data from 1,784 female doctors, dentists, and nurses. Validity was examined using exploratory factor analysis on each trait for construct validity, and multitrait scaling analysis for convergent and discriminant validity. Reliability was tested using Cronbach's alpha for trait subscales and scales. Exploratory factor analysis on each trait was convergent. One trait derived three subscales, and another two. The remaining two traits were convergent for one factor. Multitrait scaling analysis showed that all scales and subscales were independent. The questionnaire was therefore internally consistent and had construct validity. Cronbach's alpha was 0.85 for the total and between 0.72 and 0.83 for the subscales. These results validate the four-trait combination questionnaire and suggest that it would be suitable for use in future research, perhaps in combination with other existing scales.

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Vocational behavior and career development, 1975: A review

Cited by 28 publications

References 62 publications

Faculty teaching goals: A test of Holland's theory.

Faculty teaching goals: A test of Holland's theory.

Personality Types and Career Patterns: Some Empirical Evidence on Holland's Model

Developing a questionnaire on the quality of working life for female medical and healthcare professionals

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