Meaning, measurement, and assessment of vocational interests for career intervention.

Author(s):  
Sandro M. Sodano
1976 ◽  
Vol 8 (4) ◽  
pp. 245-251 ◽  
Author(s):  
Earl Nolting ◽  
Ronald G. Taylor

2000 ◽  
Vol 59 (4) ◽  
pp. 227-239 ◽  
Author(s):  
Lee-Ann Prideaux ◽  
Peter A. Creed ◽  
Juanita Muller ◽  
Wendy Patton

Despite widespread acknowledgement of the importance of career development programs to assist students in their complex transition from school to work, very few specific career education interventions have been objectively evaluated. The aim of this paper is to highlight what the authors consider to be a conspicuous shortfall in the career development literature to date, that is, reports of methodologically sound career intervention studies carried out in actual high school settings. International trends in the world of work are briefly discussed in association with the repercussions these changes are producing for today's youth. The major portion of this article is devoted to a comprehensive review of career intervention studies with particular attention paid to the methodological and theoretical issues that resonate from this review process. Recommendations for future research are proposed.


2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.


1967 ◽  
Vol 22 (2) ◽  
pp. 156-157
Author(s):  
Richard E. Carney
Keyword(s):  

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