Theoretical and Methodological Issues with Testing the SCCT and RIASEC Models: Comment on Lent, Sheu, and Brown (2010) and Lubinski (2010)

Autor/inn/en	Armstrong, Patrick Ian; Vogel, David L.
Titel	Theoretical and Methodological Issues with Testing the SCCT and RIASEC Models: Comment on Lent, Sheu, and Brown (2010) and Lubinski (2010)
Quelle	In: Journal of Counseling Psychology, 57 (2010) 2, S.239-247 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
DOI	10.1037/a0019177
Schlagwörter	Stellungnahme; Self Efficacy; Career Choice; Theory Practice Relationship; Cognitive Ability; Research Methodology; Vocational Interests; Personality Traits; Expectation; Learning Experience; Models; Social Cognition; Individual Differences + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Theorie-Praxis-Beziehung; Denkfähigkeit; Research method; Forschungsmethode; Berufsinteresse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Expectancy; Erwartung; Lernerfahrung; Analogiemodell; Soziale Kognition; Individueller Unterschied
Abstract	The current article replies to comments made by Lent, Sheu, and Brown (2010) and Lubinski (2010) regarding the study "Interpreting the Interest-Efficacy Association From a RIASEC Perspective" (Armstrong & Vogel, 2009). The comments made by Lent et al. and Lubinski highlight a number of important theoretical and methodological issues, including the process of defining and differentiating between constructs, the assumptions underlying Holland's (1959, 1997) RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional types) model and interrelations among constructs specified in social cognitive career theory (SCCT), the importance of incremental validity for evaluating constructs, and methodological considerations when quantifying interest-efficacy correlations and for comparing models using multivariate statistical methods. On the basis of these comments and previous research on the SCCT and Holland models, we highlight the importance of considering multiple theoretical perspectives in vocational research and practice. Alternative structural models are outlined for examining the role of interests, self-efficacy, learning experiences, outcome expectations, personality, and cognitive abilities in the career choice and development process. (Contains 1 table, 3 figures, and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10