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691.
Lisa M. Larson Tsui Feng Wu Donna C. Bailey Courtney E. Gasser Verena S. Bonitz Fred H. Borgen 《Journal of Vocational Behavior》2010,76(2):211-478
The purpose of this study is to examine the role of personality traits measured by the Multidimensional Personality Questionnaire (MPQ;
[Tellegen, 2000] and [Tellegen and Waller, 2008]) in selecting educational majors. Personality traits were examined alone, and with the combination of Holland’s hexagonal confidence domains, as measured by the general confidence themes (GCT) of the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 2005), and Holland’s interest domains, as measured by the general occupational themes (GOTs) of the 2005 Strong Interest Inventory (SII; Donnay, Morris, Schaubhut, & Thompson, 2005). Personality traits significantly contributed to the discrimination of nine educational major families in a sample of 368 undergraduate decided students. When the set of confidence and interest scales was added to the personality traits, the conservative jack knife hit rate was almost doubled. 相似文献
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Individual and contextual factors in childhood and adolescence that were hypothesized to contribute to career pathways were examined in a prospective study. Four career pathway groups were distinguished in a sample of 202 at-risk men (23-24 years of age); namely, young men with long-term unemployment, short-term unemployment, full employment, or a college education. Measures of educational attainment, family and peer characteristics, and personal adjustment during childhood and adolescence were used to determine if they would predict early adult career pathways. Findings indicated that the long-term unemployed young men, overall, showed the poorest levels of educational attainment, family and peer characteristics, and personal adjustment during childhood and adolescence.The most important predictors of differing career pathways were educational attainment, arrests, and mental health problems. Implications of the findings for conceptualizing the school-to-work transition within an integrative framework are discussed. 相似文献
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Fred Glennon 《Teaching Theology & Religion》2004,7(1):30-37
Abstract. This essay discusses the process and findings of an experiment on the scholarship of teaching and learning conducted in a religious ethics classroom that utilized an experiential approach to teaching and learning about social justice. The first part lays out the focus of the investigation and the pedagogical principles drawn from experiential learning theory that provided the foundation for the experiment. The second part describes all of the components of the pedagogical strategy used in the experiment, the social justice action project. The third part discusses the qualitative methodology used to gather evidence and the findings drawn from that evidence. What the evidence shows is that an experiential approach to teaching and learning about social justice can be quite effective. The essay concludes with discussions of areas for further study and the implications for the practice of others. (The survey described in this article can be found on the Wabash Center Web site〈 http://www.wabashcenter.wabash.edu/journal/glennon.html 〉). 相似文献
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Fred Feldman 《Philosophical Studies》2006,130(3):585-601
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