scholarly journals The Development of Vocational Interests in Early Adolescence: Stability, Change, and State-Trait Components

2021 ◽  
Author(s):  
Thomas Gfrörer ◽  
Gundula Stoll ◽  
Sven Rieger ◽  
Ulrich Trautwein ◽  
Benjamin Nagengast
Keyword(s):  
Gender Differences ◽  
Early Adolescence ◽  
Variance Components ◽  
Vocational Interests ◽  
Late Childhood ◽  
Major Life ◽  
Stability Change ◽  
Trait Variance ◽  
And Gender ◽  
Over Time

Vocational interests predict major life outcomes such as job performance, college major choice, and life goals. It is therefore important to gain a better understanding of their development during the crucial years of late childhood and early adolescence, when trait-like interests are starting to develop. The present study investigated the development of vocational interests in a longitudinal sample, comprising N = 3,876 participants—assessed at four time points from ages 11 to 14. Stability, state-trait variance components, mean-level development, and gender differences in mean-levels of Holland’s (1997) RIASEC dimensions were examined. Stabilities were moderate for all dimensions, but Realistic, Investigative, Social, and Conventional interests became more stable over time. For Realistic, Artistic, Social, and Conventional interests, the trait variance increased over time. At age 14, all dimensions had substantial trait variance components. The mean-levels of Realistic, Investigative, Artistic, and Conventional interests decreased over the 3 years (-0.44 < d < -0.24). Initial gender differences—with girls having higher Artistic and Social interests and boys having higher Realistic and Investigative interests—increased over time. By investigating the development of vocational interests in late childhood and early adolescence, we complement previous findings and provide first insights about state-trait proportions in early adolescence.

scholarly journals The Development of Vocational Interests in Early Adolescence: Stability, Change, and State-Trait Components

2021 ◽  
pp. 089020702110356
Author(s):  
Thomas Gfrörer ◽  
Gundula Stoll ◽  
Sven Rieger ◽  
Ulrich Trautwein ◽  
Benjamin Nagengast
Keyword(s):  
Gender Differences ◽  
Early Adolescence ◽  
Variance Components ◽  
Vocational Interests ◽  
Late Childhood ◽  
Major Life ◽  
Stability Change ◽  
Trait Variance ◽  
And Gender ◽  
Over Time

Vocational interests predict major life outcomes such as job performance, college major choice, and life goals. It is therefore important to gain a better understanding of their development during the crucial years of late childhood and early adolescence, when trait-like interests are starting to develop. The present study investigated the development of vocational interests in a longitudinal sample, comprising N = 3,876 participants—assessed at four time points from ages 11 to 14. Stability, state-trait variance components, mean-level development, and gender differences in mean-levels of Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) dimensions were examined. Stabilities were moderate for all dimensions, but Realistic, Investigative, Social, and Conventional interests became more stable over time. For Realistic, Artistic, Social, and Conventional interests, the trait variance increased over time. At age 14, all dimensions had substantial trait variance components. The mean-levels of Realistic, Investigative, Artistic, and Conventional interests decreased over the 3 years (–0.44 <  d < –0.24). Initial gender differences—with girls having higher Artistic and Social interests and boys having higher Realistic and Investigative interests—increased over time. By investigating the development of vocational interests in late childhood and early adolescence, we complement previous findings and provide first insights about state-trait proportions in early adolescence.

Age and Gender Differences in the Variability of Vocational Interests

2017 ◽  
Vol 27 (1) ◽  
pp. 97-113 ◽  
Author(s):  
Andrei Ion ◽  
Christopher D. Nye ◽  
Dragoş Iliescu
Keyword(s):  
Gender Differences ◽  
Early Adolescence ◽  
Early Adulthood ◽  
Age Groups ◽  
Vocational Interests ◽  
Age And Gender ◽  
Age Related ◽  
Gender And Age ◽  
Age And Gender Differences ◽  
And Gender

Gender- and age-related differences in the variability of various human attributes and abilities have been investigated. This article investigates the age and gender differences in the variability of Holland’s six vocational dimensions with a sample including 1,519 participants, divided into four age groups: early adolescence (12–15 years old), adolescence (16–20 years old), young adulthood (21–30 years old), and adulthood (31–59 years old). The results showed nontrivial differences in the variability of vocational interests across gender and age groups alike. Although significant differences in variability were observed for all vocational interest dimensions except investigative, the most pronounced differences in variability across age and gender were observed for realistic and conventional dimensions. Generally, the observed differences in variability were larger in adolescence than in adulthood. Overall, vocational interests displayed less differentiation within the younger age groups (early adolescence and early adulthood) as compared to adulthood.

The Development of Self-Representations During the Transition to Early Adolescence: The Role of Gender, Puberty, and School Transition

2016 ◽  
Vol 37 (6) ◽  
pp. 774-804 ◽  
Author(s):  
Kathrin Schaffhuser ◽  
Mathias Allemand ◽  
Beate Schwarz
Keyword(s):  
Individual Differences ◽  
Early Adolescence ◽  
Pubertal Timing ◽  
School Transition ◽  
Late Childhood ◽  
Time Varying ◽  
Domain Specific ◽  
Representation Level ◽  
Over Time

The present study investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and school transition help explain individual differences in change. The study was based on three measurement occasions over 2 years and included 248 adolescents (average age at T1 = 10.6 years). Findings indicated both stability and change over time. Individual differences in change were partially explained by gender and school transition. It revealed that girls experienced steeper decreasing trajectories and were more negatively affected by school transition in comparison with boys. Time-varying associations between puberty and self-representations were evident in terms of perceived pubertal timing. Findings suggest that both biological (pubertal timing) and contextual factors (school transition) play a role in explaining individual differences of self-representation level as well as their development in girls’ and boys’ transition to early adolescence.

scholarly journals Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence

2007 ◽  
Vol 16 (1) ◽  
pp. 150-168 ◽  
Author(s):  
Stephanie J. Rowley ◽  
Beth Kurtz-Costes ◽  
Rashmita Mistry ◽  
Laura Feagans
Keyword(s):  
Social Status ◽  
Early Adolescence ◽  
Gender Stereotypes ◽  
Late Childhood ◽  
Race And Gender ◽  
And Gender

Dental Maturation in Children with the Syndrome of Crouzon and Apert

2014 ◽  
Vol 51 (6) ◽  
pp. 639-644 ◽  
Author(s):  
Jacobus H. Reitsma ◽  
Inge H. Balk-Leurs ◽  
Edwin M. Ongkosuwito ◽  
Evert Wattel ◽  
Birte Prahl-Andersen
Keyword(s):  
Gender Differences ◽  
Cleft Palate ◽  
Apert Syndrome ◽  
Crouzon Syndrome ◽  
Tooth Formation ◽  
Dental Maturation ◽  
Panoramic Radiographs ◽  
And Gender ◽  
Logistic Functions ◽  
Over Time

Purpose Developing teeth are used to assess maturity and estimate age in a number of disciplines. The purpose of this investigation was to study the dental maturation in children with Crouzon or Apert syndrome compared with nonsyndromic controls. Patients and Methods Records of 40 children with Crouzon syndrome (18 boys and 22 girls, aged 4.0 to 17.9 years) and 28 children with Apert syndrome (10 boys and 18 girls, aged 3.9 to 15.1 years) were referred to the Department of Orthodontics, Cleft Palate Team and Craniofacial Team, Erasmus MC–Sophia. Data from syndromic children were compared with data from 451 nonsyndromic children (225 boys and 226 girls, aged 2.9 to 16.9 years). From panoramic radiographs, dental maturation was determined for patients with Crouzon and Apert syndromes and compared with data collected from control children. Logistic functions were constructed for dental maturation over time for syndromes and gender. Results Statistically significant gender differences in dental maturation scores were found for girls with Crouzon ( P < .05) and Apert syndrome ( P < .05). Patients with Apert syndrome demonstrated a significantly delayed dental maturation ( P < .05), while patients with Crouzon syndrome showed a nonsignificant delay. Conclusions Dental maturation in patients with Apert syndrome was more delayed than in patients with Crouzon syndrome. The delay of tooth formation in patients with Crouzon or Apert syndrome suggests a possible common genetic association.

The Effects of Academic Giftedness and Gender on Developmental Trajectories of Hopelessness Among Students Living in Economically Disadvantaged Neighborhoods

2019 ◽  
Vol 63 (4) ◽  
pp. 225-242 ◽  
Author(s):  
Anneliese C. Bolland ◽  
Kevin D. Besnoy ◽  
Sara Tomek ◽  
John M. Bolland
Keyword(s):  
High School ◽  
Early Adolescence ◽  
Economically Disadvantaged ◽  
Developmental Trajectories ◽  
Disadvantaged Students ◽  
Gifted Programs ◽  
Extreme Poverty ◽  
And Gender ◽  
Using Data ◽  
Over Time

Although there is much research on adolescent poverty, research related to youth living in communities characterized by extreme poverty who are also identified as academically gifted is lacking. This study explores the development of hopelessness in these youths, compared with peers not identified as gifted, using data from the Mobile Youth and Poverty Study. Specifically, trajectories of hopelessness as a function of gifted status and gender are explored. Results indicate that boys experience greater feelings of hopelessness than girls, regardless of their gifted status, and students identified as gifted have lower levels of hopelessness than their peers not identified as gifted. These latter differences are particularly pronounced during early adolescence (age 10 years) but decline over time and largely disappear by later adolescence (age 18 years). Results suggest that boys may be particularly vulnerable to declining effects of gifted classification as a protector against hopelessness across age and that disadvantaged students who are identified as gifted may benefit from gifted programs that continue at an intense level through their high school years.

scholarly journals The stories that make us: Leaders’ origin stories and temporal identity work

2020 ◽  
pp. 001872672090986
Author(s):  
Wei Zheng ◽  
Alyson Meister ◽  
Brianna Barker Caza
Keyword(s):  
Gender Differences ◽  
Women Leaders ◽  
Identity Work ◽  
Work Lives ◽  
Men And Women ◽  
Leader Identity ◽  
Origin Stories ◽  
Four Frames ◽  
And Gender ◽  
Over Time

The stories we tell about our origins can shape how we think and act – helping us make sense of and communicate who we have “become” over time. To better understand the role that origin stories play in individuals’ work lives, we explore how 92 men and women leaders make sense of “becoming” a leader (origin stories) and “doing” leadership (enactment stories). We find that, despite the uniqueness of their experiences, their narratives converge around four frames, being, engaging, performing, and accepting, through which they understand, articulate, and enact their leader identities. We theorize that these narrative frames serve as sensemaking and identity work devices which allow them to create temporal coherence, validate their leader identity claims, and offer them behavioral scripts. Our findings also unearth key gender differences in the use of these frames, in that men used the performing frame more often and women tended toward the engaging frame. These findings provide novel insights into the ways in which the gendered context of leadership becomes embedded in leaders’ understandings of who they are and what they intend to do in their roles. We discuss the theoretical implications of our findings on scholarly conversations around identity, leadership, and gender.

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