Work Experience and Occupational Value Socialization: A Longitudinal Study

Mortimer, Jeylan T.; Lorence, Jon

doi:10.1086/226938

Cited by 276 publications

(187 citation statements)

References 41 publications

Supporting

Mentioning

168

Contrasting

Unclassified

Order By: Relevance

“…The more socialization is formalized and externally supported, the weaker the transformation of management academics' social values through informal socialization. This finding does not offer support for the suggested explanation that external rewards and perceived support strengthen value-congruent behaviors (Mortimer & Lorence, 1979). That is, academic institutions might increase academics' intentions by supporting value influences, but they also need to leave sufficient space for informal influences.…”

Section: Resultscontrasting

confidence: 71%

“…Research that demonstrates reinforcing effects on values and related behaviors when an occupational experience is rewarding further supports this proposal (Mortimer & Lorence, 1979). If an academic's environment-colleagues, companies, students-appreciate the academic's activities to influence others' values, the transformation of val-ues into related behavioral intentions gets reinforced.…”

Section: Perceived Support For Influencing Valuesmentioning

confidence: 77%

See 1 more Smart Citation

A Model of Management Academics' Intentions to Influence Values

Moosmayer¹

2012

AMLE

View full text Add to dashboard Cite

Section: Resultscontrasting

confidence: 71%

Section: Perceived Support For Influencing Valuesmentioning

confidence: 77%

A Model of Management Academics' Intentions to Influence Values

Moosmayer¹

2012

AMLE

View full text Add to dashboard Cite

“…Studies of other individual difference characteristics, such as personality traits and vocational interests, have found a general pattern that rankorder stability increases with age (Roberts & DelVecchio, 2000;Low et al, 2005). Value researchers also suggest that young adulthood, such as high school and college year, is a life stage in which values are considered to be less stable than older ages (Alwin, 1994;Mortimer & Lorence, 1979). Dawis (1983), by describing an individual in terms of three behavioral development stages, pointed out that values would reach a stage of stability upon psychological maturity.…”

Section: Value Classificationsmentioning

confidence: 99%

“…Value congruence between employees and organizations (Chatman, 1989;Ostroff & Judge, 2007) has been related to increased job satisfaction, identification with the organization, and reduced turnover intentions (e.g., Kristof-Brown, Zimmerman, & Johnson, 2005;Meglino & Ravlin, 1998;Verquer, Beehr, & Wagner, 2003). Values are often used with high school students and college students to explore occupations and to assist in their occupational choice process (Mortimer & Lorence, 1979;Rounds & Armstrong, 2005). The many uses of values in organizations and counseling generally assume that values are relatively stable.…”

Section: Introductionmentioning

confidence: 99%

Stability and change in values: A meta-analysis of longitudinal studies

Jin¹,

Rounds²

2010

PsycEXTRA Dataset

View full text Add to dashboard Cite

A meta-analysis of longitudinal studies was conducted to investigate stability and change in values across the life span. Both rank-order stability and mean-level change were investigated for all four different value categories. Results of rank-order stability indicated that values are rather stable individual differences and that this level of stability increases as individuals age and reaches the peak during the latter part of emerging adulthood. Values possess a level of continuity similar to those of vocational interests and are more stable than personality traits. Mean-level results showed that intrinsic and social values are involved in the greatest changes in different directions across the life span, while extrinsic and status values are relatively stable. Emerging adulthood is the time period when dramatic normative changes take place.iii ACKNOWLEDGEMENTS

show abstract

“…Aside from studies of SIGI and SIGI PLUS users, these characteristics of the values have been confirmed in interviews with high school students (Tittle, 1981). Evidence of the stability of such values over a period of seven to ten years has been found in several studies (e.g., Mortimer & Lorence, 1979;Lindsay & Knox, 1984).…”

Section: Dimensions Of Valuesmentioning

confidence: 76%

New Technologies in Career Guidance: The Interactive Computer

Katz

1988

ETS Research Report Series

View full text Add to dashboard Cite

Beginning in the 1960's, the interactive capabilities of computers provided unprecedented opportunities for the development of computerized career guidance systems. Such systems offered individualized assistance in career decision making to large numbers of people at low cost. Recognizing that each user may present a unique combination of needs, experiences, circumstances, values, interests, skills, styles, and perceptions, a developer can enable a well-planned system to respond appropriately to these individual differences. A system can not only store, retrieve, and manipulate vast amounts of information, putting great resources at the fingertips of each user, but also bring together many variables personal, occupational, and educational --and combine them in distinctive ways for each client.These capabilities do not insure that the substance of any system will be of high quality. Much of a system's worth depends on its conceptual framework, the strength of its theory and rationale, the coherence of its functions and structures. The "black box" of theory underlying every system should be opened up and exposed to the light of scrutiny and evaluation.Examples from the principles, research, model, and structures for the System of Interactive Guidance and Information (SIGI) and SIGI PLUS are used to illustrate the links between theory and practice. 1 NEW TECHNOLOGIES IN CAREER GUIDANCE: THE INTERACTIVE COMPUTERTechnology in our lifetimes has been involved in many wondrous accomplishments, some of them beneficial, some of them disastrous, and some of them partaking of both benefit and disaster.At the simplest level, technological invention seems to begin by finding ways to amplify human powers. Tools and machines have been developed to do things that our human bodies and minds are accustomed to doing, but to do them faster, stronger, more efficiently, on a bigger scale. This does not mean that the products are necessarily better: for example, handcrafted objects are often valued more highly than their mass-produced counterparts.In career guidance, audiovisual technologies, such as motion pictures, videotape, or videodisk, are often used to g1ve young people an opportunity to observe, quickly and conveniently, the performance of tasks in many occupations. In this instance, audiovisual technology provides an extensive but relatively passive experience; it might well be followed by more intensive and active observation of a few selected occupations through personal visits, "job-shadowing," or hands-on tryouts. This example represents two complementary modes of acquiring information: one, through audiovisual technology, is extensive but relatively passive and vicarious; the other, through real-life experience, is more intensive, active, and participatory. The value of such complementarity is implicitly recognized in a limerick about the use of technology in sex education, a "hot" topic of discuflsion these days in the U.S.A.:The word has come down from the Dean That, with the aid of a teaching machine, King Oedi...

show abstract

Work Experience and Occupational Value Socialization: A Longitudinal Study

Cited by 276 publications

References 41 publications

A Model of Management Academics' Intentions to Influence Values

A Model of Management Academics' Intentions to Influence Values

Stability and change in values: A meta-analysis of longitudinal studies

New Technologies in Career Guidance: The Interactive Computer

Contact Info

Product

Resources

About