As an aspect of the motivational ma

As an aspect of the motivational matrix, interests are involved in the instigation and sustenance of human behavior, influencing individuals’ choice, effort, and persistence in activities (Pintrich & Schunk, 2002). Vocational interests’ role as a major determinant of choice is evidenced by the robust relation between interests and occupational membership. In a review of the literature, Fouad (1999) reported that “somewhere between 40% and 60% of individuals are in occupations that may be predicted from their inventory results” (p. 202). In line with conceptualizations that a person’s activity choice is related to his or her beliefs about how he or she will do on that activity (Bandura, 1997) and the incentives or reasons for doing that activity (Ryan & Deci, 2000), research has found self-efficacy beliefs and outcome expectations to correlate with interest ratings in corresponding activity areas (Lopez, Lent, Brown, & Gore, 1997). The motivational nature of interests in regulating an individual’s persistence and effort in his or her occupations has also received considerable empirical support. When workers’ vocational interests are well matched (or congruent) with their work environment, the workers are more likely to stay in their job (Oleski & Subich, 1996) and less likely to likely to contemplate changing their job (Vaitenas & Wiener, 1977). The goodness of fit (or congruence) between individuals’ vocational interests and their work environment is also related to effort, as demonstrated by correlations between interest congruence and favorable performance ratings (Barge & Hough, 1988). In addition, motivation theories posit positive psychological and affective responses to need fulfillment. Similar to the findings from selfdetermination theory that fulfillment of needs facilitates adjustment (Ryan & Deci, 2000), research has found that vocational interest congruence is related to increased adjustment, higher selfesteem, and greater satisfaction (Assouline & Meir, 1987; Celeste, Walsh, & Raote, 1995; Walsh & Russell, 1969).
Despite their dispositional qualities, interests do continue to develop. They are especially influenced by evaluations of significant others, reinforcements, and attributions for one’s own behavior. Evidence indicates that vocational interests change in response to pressures in the environment. People change their interests in response to the positive and negative environmental reinforcements they receive. For example, parents shape their children’s interests by controlling the type of activities the children are exposed to and, through their interactions, influence their children’s perceptions of appropriate careers (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). Change in our interests are also likely triggered by the assimilation of new role demands, by watching others and ourselves, as well as by responding to feedback from those around us. Meir and Navon (1992), for instance, found newly employed bank tellers to shift toward conventional interest profiles after half a year of employment. The tellers’ level of congruence was, in turn, highly associated with their supervisors’ evaluation of their performance. Social and cultural forces are also powerful influences, affecting barriers and supports to goal fulfillment as well as determining what individuals construe as important. The effects of these forces are evidenced in differences in the types of vocational interests expressed across genders (Betz & Schifano, 2000; Eccles, 1993), racial/ethnic groups (Leong, 1995), and levels of socioeconomic status (Bandura et al., 2001). Macrolevel factors such as economics and public policy also contribute to the development of interests (Blustein, Phillips, Jobin-Davis, Finkelberg, & Roarke, 1997). As such, interests’ role in bridging an individual’s psychological and physical world is in line with contemporary views of self-concept as a “person’s perceptions regarding himself or herself . . . [that] are formed through experience with and interpretations of one’s environment” (Marsh, 1990, p. 83).

Results (Indonesian) 1:

Sebagai satu aspek dari matriks motivasi, kepentingan terlibat dalam prakarsa dan rezeki perilaku manusia, yang mempengaruhi pilihan individu, usaha dan ketekunan dalam kegiatan (Pintrich & Schunk, 2002). Kejuruan kepentingan peran sebagai faktor penentu utama pilihan dibuktikan dengan hubungan kuat antara kepentingan dan kerja keanggotaan. Dalam review di dalam literatur, Fouad (1999) melaporkan bahwa "di suatu tempat antara 40% dan 60% individu berada dalam pekerjaan yang dapat diprediksi dari hasil persediaan mereka" (ms. 202). Sesuai dengan conceptualizations bahwa seseorang aktivitas pilihan berkaitan dengan nya keyakinan tentang bagaimana dia akan lakukan pada aktivitas (Bandura, 1997) dan insentif atau alasan untuk melakukan kegiatan itu (Ryan & permohonan, 2000), penelitian telah menemukan diri-kemanjuran keyakinan dan harapan hasil dihubungkan dengan peringkat minat dalam bidang kegiatan sesuai (Lopez, Prapaskah, Brown & Darah kental, 1997). Sifat motivasi kepentingan dalam mengatur individu kegigihan dan usaha dalam pekerjaan Nya juga menerima dukungan empiris yang cukup. Ketika kepentingan kejuruan pekerja baik cocok (atau kongruen) dengan lingkungan kerja mereka, pekerja lebih cenderung tetap dalam pekerjaan mereka (Oleski & Subich, 1996) dan kurang kemungkinan untuk kemungkinan untuk merenungkan mengubah pekerjaan mereka (Vaitenas & Wiener, 1977). Kebaikan cocok (atau harmoni) antara kepentingan individu kejuruan dan lingkungan kerja mereka juga terkait dengan usaha, seperti yang ditunjukkan oleh korelasi antara kepentingan harmoni dan penilaian kinerja menguntungkan (tongkang & Hough, 1988). Selain itu, teori-teori motivasi menempatkan respon positif psikologis dan afektif membutuhkan pemenuhan. Mirip dengan temuan dari selfdetermination teori bahwa pemenuhan kebutuhan memfasilitasi penyesuaian (Ryan & permohonan, 2000), penelitian telah menemukan bahwa menarik kejuruan harmoni berhubungan dengan peningkatan penyesuaian, selfesteem lebih tinggi, dan kepuasan yang lebih besar (Assouline & Meir, 1987; Celeste, Walsh, & Raote, 1995; Walsh & Russell, 1969).Despite their dispositional qualities, interests do continue to develop. They are especially influenced by evaluations of significant others, reinforcements, and attributions for one’s own behavior. Evidence indicates that vocational interests change in response to pressures in the environment. People change their interests in response to the positive and negative environmental reinforcements they receive. For example, parents shape their children’s interests by controlling the type of activities the children are exposed to and, through their interactions, influence their children’s perceptions of appropriate careers (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). Change in our interests are also likely triggered by the assimilation of new role demands, by watching others and ourselves, as well as by responding to feedback from those around us. Meir and Navon (1992), for instance, found newly employed bank tellers to shift toward conventional interest profiles after half a year of employment. The tellers’ level of congruence was, in turn, highly associated with their supervisors’ evaluation of their performance. Social and cultural forces are also powerful influences, affecting barriers and supports to goal fulfillment as well as determining what individuals construe as important. The effects of these forces are evidenced in differences in the types of vocational interests expressed across genders (Betz & Schifano, 2000; Eccles, 1993), racial/ethnic groups (Leong, 1995), and levels of socioeconomic status (Bandura et al., 2001). Macrolevel factors such as economics and public policy also contribute to the development of interests (Blustein, Phillips, Jobin-Davis, Finkelberg, & Roarke, 1997). As such, interests’ role in bridging an individual’s psychological and physical world is in line with contemporary views of self-concept as a “person’s perceptions regarding himself or herself . . . [that] are formed through experience with and interpretations of one’s environment” (Marsh, 1990, p. 83).