What Are Vocational Interests?Inter

What Are Vocational Interests?
Interests have been studied from a situational and a dispositional point of view. Situational interests are transitory and context specific and are connected to emotional states aroused by specific features of an activity (Hidi, Renninger, & Krapp, 1992). Studied primarily within educational research, situational interests are related to students’ attention to material and persistence on learning tasks (Schraw & Lehman, 2001). Conversely, interests are also construed as an individual’s psychological disposition associated with his or her preferences for activities and actions. Both individual or academic interests in educational research and vocational interests in vocational/industrial–organizational psychology stem from the dispositional perspective. Academic interests are associated with facilitative effects on cognitive functioning, learning, and academic achievement (Schiefele, Krapp, & Winteler, 1992), whereas vocational interests, the focus of the present study, are premised on facilitating the fit between people and their environment to improve occupational success and satisfaction. In essence, academic interests and vocational interests refer to the same dispositional attribute. School subject preferences and choices are systematically related to vocational interests (Elsworth, HarveyBeavis, Ainley, & Fabris, 1999), and vocational interests have been systematically related to technical and college-level fields of study (Rosen, Holmberg, & Holland, 1994). The present study can complement the research within educational psychology by charting the developmental trajectory of interests beyond an individual’s typical school-age years.
Conceptual Perspectives
Because of its pragmatic focus on person–environment fit, vocational interest research has historically centered on the construction, validation, and interpretation of psychometric scales

Results (Indonesian) 1:

Apakah kepentingan kejuruan?Kepentingan telah dipelajari dari situasional dan sudut pandang dispositional. Situasional kepentingan fana dan konteks tertentu dan yang terhubung ke keadaan emosi terangsang oleh fitur tertentu dari suatu kegiatan (Hidi, Renninger, & Krapp, 1992). Mempelajari terutama dalam penelitian pendidikan, situasional kepentingan yang berhubungan dengan siswa memperhatikan bahan dan ketekunan belajar tugas (Schraw & Lehman, 2001). Sebaliknya, kepentingan juga ditafsirkan sebagai disposisi psikologis individu yang terkait dengan preferensi nya untuk kegiatan dan tindakan. Kepentingan individu atau akademik dalam penelitian pendidikan dan kejuruan kepentingan di kejuruan/industri-organisasi psikologi berasal dari perspektif dispositional. Kepentingan akademis berhubungan dengan fasilitatif efek fungsi kognitif, belajar, dan prestasi akademik (Schiefele, Krapp, & Winteler, 1992), sedangkan kepentingan kejuruan, fokus penelitian ini, yang didasarkan pada memfasilitasi kesesuaian antara masyarakat dan lingkungan mereka untuk meningkatkan kesuksesan kerja dan kepuasan. Pada dasarnya, kepentingan akademis dan kejuruan kepentingan merujuk atribut dispositional sama. Sekolah subjek preferensi dan pilihan sistematis terkait dengan kepentingan kejuruan (diz, HarveyBeavis, Ainley, & kursi, 1999), dan kejuruan kepentingan secara sistematis telah berhubungan dengan bidang teknis dan tingkat college studi (Rosen, Holmberg, & Holland, 1994). Penelitian ini dapat melengkapi penelitian dalam psikologi pendidikan oleh charting lintasan perkembangan kepentingan melebihi individu khas usia sekolah tahun.Konseptual perspektifKarena fokusnya pragmatis orang-lingkungan cocok, kejuruan menarik penelitian telah historis berpusat pada pembangunan, validasi, dan interpretasi psikometrik Timbangan