Štruktúra profesijných záujmov slovenských žiakov základných škôl na báze modelov RIASEC
Abstrakt
Cieľom štúdie bolo overiť platnosť troch štruktúrnych modelov profesijných záujmov konceptu RIASEC u slovenských žiakov základných škôl. Overované boli Hollandov kruhový model, Gatiho hierarchický model a Roundsov a Traceyho modifikovaný hierarchický model. Predpoklady, ktoré z týchto modelov vyplývajú, boli testované pomocou Hubertovho a Arabieho randomizačného testu hypotetických poradí a multidimenzionálneho škálovania. Výskumu sa zúčastnilo 400 žiakov 8. – 9. ročníka základných škôl (M = 14 rokov; SD = 1), ktorým bol administrovaný Dotazník štruktúry všeobecných záujmov (DŠVZ). Štruktúru záujmov slovenských žiakov najlepšie vysvetlil kruhový model Hollanda. Diskutované sú i implikácie pre použitie dotazníka DŠVZ v praxi.
https://doi.org/10.29364/epsy.317
Klíčová slova
profesní zájmy, struktura zájmů, RIASEC, Hollandova teorie, hexagonální modelLiteratura
Armstrong, P. I., Day, S. X., McVay, J. P., & Rounds, J. (2008). Holland's RIASEC model as an integrative framework for individual differences. Journal of Counseling Psychology, 55(1), 1–18. doi: 10.1037/0022–0167.55.1.1
Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399–412.doi:10.1111/bjop.12046
Džuka, J. (1999). Konštruktová validita dotazníka štruktúry všeobecných záujmov (DŠVZ). Československá psychologie, 43(2), 143–154.
Einarsdóttir, S., Rounds, J., Aegisdóttir, S., Gerstein, L. H. (2002). The structure of vocational interests in Iceland: Examining Holland's and Gati's RIASEC models. European Journal of Psychological Assessment, 18(1), 85–95. doi:10.1027//1015–5759.18.1.85
Gati, I. (1979). A hierarchical model for the structure of vocational interests. Journal of Vocational Behavior, 15(1), 90–106. doi:10.1016/0001–8791(79)90021–6 Gati, I. (1991). The structure of vocational interests. Psychological Bulletin, 109(2), 309–324. doi: 10.1037/e345912004–001
Haverkamp, B. E., Collins, R. C., & Hansen, J. C. (1994). Structure of interests of Asian-American college students. Journal of Counseling Psychology, 41(2), 256–264. doi:10.1037/0022–0167.41.2.256
Hedrih, V. (2008). Structure of vocational interests in Serbia: Evaluation of the spherical model. Journal of Vocational Behavior, 73(1), 13–23. doi:10.1016/j.jvb.2007.12.004
Hedrih, V., Stošic, M., Simic, I., & Ilieva, S. (2016). Evaluation of the hexagonal and spherical model of vocational interests in the young people in Serbia and Bulgaria. Psychologija, 49(2), 199–210. doi:10.2298/psi1602199h
Holland, J. L. (1973). Making vocational choices: A theory of careers. New Jersey: Prentice-Hall, Inc.
Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments. Third edition. PAR: Psychological Assessment Resources, Inc.
Holland, J. L., & Messer, M. A. (2013). Self-Directed Search: Professional Manual. PAR: Lutz, Florida.
Hubert, L., & Arabie, P. (1987). Evaluating order hypotheses within proximity matrices. Psychological Bulletin,102(1), 172–178. doi: 10.1037//0033–2909.102.1.172
Machajová, Z., & Sojčák, A. (2011). Kariérové poradenstvo v podmienkach CPPPaP. Výsledky celoslovenského prieskumu. In Š. Matula (Ed.), Kariérové poradenstvo v rezorte školstva a jeho interdisciplinárne súvislosti – tradícia, aktuálny stav, perspektívy. Zborník príspevkov z II. poradenských dní v Slovenskej republike s medzinárodnou účasťou. Dolný Kubín, 23.-25. marec.
Murray, J. L., & Hall, P. M. (2001). Gender differences in undergraduate Holland personality types: Vocational and cocurricular implications. NASPA Journal, 39(1), 14–29. doi:10.2202/0027–6014.1157
Nagy, G., Trautwein, U., & Lüdtke, O. (2010). The structure of vocational interests in Germany: Different methodologies, different conclusions. Journal of Vocational Behavior, 76(2), 153–169. doi:10.1016/j.jvb.2007.07.002
Prediger, D. J. (1982). Dimensions underlying Hollands hexagon: Missing link between interests and occupations? Journal of Vocational Behavior, 21(3), 259–289. doi: 10.1016/0001–8791(82)90036–7
Prieskum metodík zisťovania profesijných záujmov (n.d.). Výskumný ústav detskej psychológie a patopsychológie. Dostupné na http://www.vudpap.sk/…_metodik.pdf Proyer, R. T., & Häusler, J. (2007). Gender differences in vocational interests and theirstability across different assessment methods. Swiss Journal of Psychology, 66(4), 234–237. doi: 10.1024/1421–0185.66.4.243
R Core Team. (2017). R: A language and environment for statistical computing. R Foundation for Statistical Computing: Vienna, Austria. https://www.R-project.org/.
Rounds, J. B., & Day, S. X. (1999). Describing, evaluating and creating vocational interest structures. In M. L. Savickas & A. R. Spokane (Eds.), Vocational interests: Meaning, measurement and counselling use (pp. 103–133). Palo Alto, CA: Davies Black.
Rounds, J. B., & Tracey, T. J. (1993). Prediger's Dimensional Representation of Holland's RIASEC Circumplex. Journal of Applied Psychology, 78(6), 875–890. doi:10.1037/0021–9010.78.6.875
Rounds, J. B., Tracey, T. J., & Hubert, L. (1992). Methods for evaluating vocational interest structural hypotheses. Journal of Vocational Behavior, 40(2), 239–259. doi:10.1016/0001–8791(92)90073–9
Rounds, J. B., & Zevon, M. A. (1983). Multidimensional scaling research in vocational psychology. Applied Psychological Measurement, 7(4), 491–510. doi:10.1177/014662168300700407
Savickas, M. L., & Gottfredson, G. D. (1999). Holland’s theory (1959–1999): 40 years of research and application. Journal of Vocational Behavior, 55(1), 1–4. doi:10.1006/jvbe.1999.1694
Sidiropoulou-Dimakakou, D., Mylonas, K., & Argyropoulou, K. (2008). Holland’s hexagonal personality model for a sample of Greek university students. International Journal for Educational and Vocational Guidance, 8(2), 111–125. doi:10.1007/s10775–008–9141–0
Spokane, A. R., & Holland, J. L. (1995). The Self-Directed Search: A family of self-guided career interventions. Journal of Career Assessment, 4(3), 373–390. doi:10.1177/106907279500300409
Su, R., Rounds, J., & Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 135(6), 859–884. doi:10.1037/a0017364
Super, D. A., & Crites, J. O. (1962). Appraising vocational fitness: by means of psychological tests. New York a Evanston: Harper a Row Publishers.
Šverko, I., & Babarović, T. (2006). The validity of Holland's theory in Croatia. Journal of Career Assessment, 14(4), 490–507. doi:10.1177/1069072706288940
Tracey, T. J. G. (1997). RANDALL: A Microsoft FORTRAN program for a randomization test of hypothesized order relations. Educational and Psychological Measurement, 57(1), 164–168. doi:10.1177/0013164497057001012
Tracey, T. J. G. (2002). Personal Globe Inventory: Measurement of the spherical model of interests and competence beliefs. Journal of Vocational Behavior, 60(1), 113–172. doi:10.1006/jvbe.2001.1817
Tracey, T. J., & Rounds, J. (1993). Evaluating Holland’s and Gati’s vocational interest models: A structural meta-analysis. Psychological Bulletin, 113(2), 229–246. doi:10.1037/0033–2909.113.2.229
Tracey, T. J. G., & Rounds, J. (1996). The spherical representation of vocational interests. Journal of Vocational Behavior, 48(1), 3–41. doi: 10.1006/jvbe.1996.0002 Tracey, T. J. G., & Ward, C. C. (1998). The structure of children’s interests and competence perceptions. Journal of Counseling Psychology, 45(3), 290–303. doi:10.1037/0022–0167.45.3.290
Wagenaar, W. A., & Padmos, P. (1971). Quantitative interpretation of stress in Kruskal's multidimensional scaling technique. British Journal of Mathematical and Statistical Psychology, 24(1), 101–110. doi:10.1111/j.2044–8317.1971.tb00452.x