Inom ramarna för Femfaktormodellen var det övergripande syftet med föreliggande studie att undersöka relationen mellan personlighet och val av utbildning respektive akademisk prestation på den valda utbildningen i ett svenskt stickprov. Vidare undersöktes om Hollands (1997) teori, som utvecklades för snart 20 år sedan i USA, kan vara av betydelse i dagens Sverige. Totalt deltog 177 studenter som vid tidspunkten för datainsamlingen läste program inom humaniora (N = 121) eller ekonomi (N = 56) vid olika svenska universitet. Dessa fyllde i en webbenkät innehållande IPIP-NEO-PI testet (Goldberg, 1999) samt frågor om utbildning, prestation och yrkesintressen enligt RIASEC – modellen (Holland, 1997). Multivariata kovariansanalyser visade att det finns skillnader i personlighet mellan humaniorastudenter och ekonomistudenter som dessutom verkar inte bero på socialisationsprocessen. Separata korrelationsanalyser för de två grupperna visade på skillnader i samband mellan personlighet och prestation beroende på utbildning. Multipla linjära regressionsanalyser visade att det inte är samma personlighetsfaktorer som predicerar prestation då endast humaniorastudenterna undersöktes och då hela urvalet undersöktes vilket kan vara ett tecken på att olika personlighetsfaktorer predicerar prestation i olika utbildningar. Slutligen visade resultatet på skillnader i utbildningsmiljöer mellan humaniora och ekonomi utifrån RIASEC modellen. För gruppen humaniora, men inte för ekonomi, visade resultatet också på att ”fit” mellan individens profil och typ av utbildningsmiljö ledde till högre prestation. Dessa resultat diskuteras i relation till tidigare forskning inom området. I ett bredare perspektiv diskuteras också innebörden av dessa resultat både för praktiken samt vilka aspekter framtida studier bör ta hänsyn till. / Within the framework of the Big Five factor model, the aim of the present study was to investigate the relationship between personality and choice of college major as well as academic performance in a Swedish sample. A secondary aim was to test whether Hollands (1997) vocational choice theory, which was developed for almost 20 years ago in the United States, could be meaningful for Sweden in present-days. A total of 177 students enrolled in college majors within Humanities (N = 121) and Economics (N = 56) from several Swedish universities used a web-based survey to complete the IPIP-NEO-PI inventory (Goldberg, 1999) and to answer questions about their studies, their academic performance and vocational interests according to the RIASEC model (Holland, 1997). Multivariate covariance analyses showed that there were personality differences between humanities students and economics students that seem to pre-exist rather than to be a consequence of a socialization process. Correlation analyses, separate for the two groups, showed different associations of personality factors with performance across groups. Multiple linear regression analyses showed that the personality factors that predict performance were different when only data from humanities students was analysed and when data from the whole sample was analysed which can be interpreted as if the personality factors that predict performance are different across majors. Finally, results showed that there are differences between educational environments of humanities and economics according to the RIASC model. For humanities students, but nor for economics students, the results also showed that “fit” between the individuals profiles and the profile of the environment leads to higher performance. These results are discussed in relation to previous research in the field. From a wider perspective the implications for practice of these results are discussed as well as insights about aspects needed to be considered in future research.

Interests are often considered a key element in vocational choices and are often used in both structured and free forms of career assessment. This master level thesis seeks to view the interest inventory Self-Directed Search as a process of learning and competence development. Four psychologists at the Swedish Public Employment Service were interviewed in an open fashion about how they integrate interest inventories in the career counselling and assessment process. The collected data were then analysed according to thematic analysis in relation tocompetence. Systems theory was used to understand relations between parts and whole in aprocess of mutual meaning and sense-making between psychologist and client. Interest inventories can in this way show characteristics of competence development when conducted ina process over time and being facilitated by a psychologist. Some elements of competence were represented to a greater extent than others. The study raises questions about how interest inventories can be developed and used in career intervention in order to manifest different aspects of competence and facilitate competence development.

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Our interests and self-efficacy affects which paths we end up on in life, not the least career wise. Earlier studies have shown a difference of interest and self-efficay beliefs between women and men. The exhibition ”Jobblabb” aims to delimit these differences and help children to openly think about their interest and future occupations. The aim of this study is to investigate: firstly, if there is adifference between girls and boys in the sample of 11-year olds. Secondly, if the exhibition affects the way the students perceive their interests and self-efficacy within different activities. The method used for this analysis is a survey (called ICA-3) which is based on Hollands RIASEC types. The result showed no significant difference between the groups that had and had not visited the exhibition. However, there was a significant difference based on gender in the sample. Boys rated their interest and self-efficacy higher in realistic-activities than girls and girls rated their interest and self-efficacy higher in artistic-activities than boys, these results are in line with previous research. Lastly the study contributes suggestions for efficient career-counselling activities.

The Party Exercise found on countless career guidance websites and popularized by the best-selling, job-hunting book What Color Is Your Parachute (Bolles, 2015) purports to provide an estimate of an individual's Holland's code. This study examines whether this commonly used Party Exercise accurately predicts an individual's Holland's code (Holland, 1997). Undergraduate students (N=473) completed The Party Exercise and then the Self- Directed Search (Holland & Messer, 2013). The results of this study do not support the use of this popular “Party Exercise” as a valid estimate of an individual's Holland code.

Uppsatsen tar sitt avstamp i den ojämna könsfördelningen inom officerskåren i Försvarsmakten och organisationens målsättning att motverka densamma. Då yrkesvalet har blivit möjligt för kvinnor först i modern tid ingår de inte heller i den klassiska teorin som avhandlar det militära yrkesvalet. Syftet med denna uppsats är att utöka förståelsen för kvinnors val att bli sjöofficer i Sverige under perioden 1978 till 2020. Detta undersöks genom en kvalitativ tolkande ansats och metoden tematisk analys. Resultatet tyder på att två olika teman präglar kvinnors val att bli sjöofficer; bakomliggande faktorer och inflytelsefaktorer under tjänstgöring. Dessa två teman med underliggande och empiriskt underbyggda kategorier och koder analyseras genom ett ramverk av teori om yrkesval och militärsociologisk teori. Analysen leder till slutsatsen att kvinnors val att bli sjöofficer kan förstås som en samklang mellan individ och organisation. Organisationens (direkta eller indirekta) kommunikation attraherar en viss typ av individ. Då individens personlighet och intresse överensstämmer med organisationens förväntningar skapas en miljö i vilken individen trivs, socialiseras och breddar sina motiv och drivkrafter för att slutligen göra valet att bli sjöofficer.

Orientation In this study the interrelationship between specific personality and interests measures were explored to improve understanding of the respective constructs and their interrelations. A literature study and empirical research was conducted to serve the purpose of this study. Research purpose The purpose of this study was to explore the interrelationship between personality and interests using the measures of the OPQ, the 15FQ+, and the SDS. Motivation for study Much research has been done on the importance of the use of personality and interest questionnaires for career guidance and other purposes. However, a correlation between the SDS and OPQ and between the SDS and 15FQ+ has not been researched. As such, this study was intended to provide valuable insight into the interrelation between the personality and interests as measured by the OPQ, the SDS and the 15FQ+, which should enhance the interpretation of the respective constructs. Research Methodology An exploratory research method was used, as it was a systematic investigation of the relationship among two or more variables. A quantitative strategy of inquiry was used for this study. Main findings A canonical correlation analysis showed moderate to strong interrelationship between personality traits and vocational interest. The interrelation of the OPQ, the SDS and the 15FQ+ are significant. The findings indicated how personality and interests differ and converge for enhancing interpretation purposes. Practical/managerial implications Holland’s theory of vocational interests focuses on the application of the SDS for career purposes, as well as for measuring job fit and job satisfaction. A better understanding of the interrelationship between personality and interests help practitioners to optimize the use of the measures within various contexts. Contributions/value additions The study will enable practitioners to more effectively utilize the personality and interest measures, combined or separately, as the interrelationships are now better known and construct validity is enhanced. Conclusion The objective of this research was successfully achieved, as satisfactory evidence was provided to address the overarching research purpose. / Dissertation (MSc)--University of Pretoria, 2014. / Human Resource Management / MSc / Restricted

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Im Rahmen dieser Masterarbeit wurde der in den 80er Jahren von Prof. Dr. Lehwald entwickelte FES – Fragebogen Erkenntnisstreben aktualisiert und weiterentwickelt. Dieser erfasst das Erkenntnisstreben, also den motivationalen, durch einen interessanten Gegenstand ausgelösten Zustand, neue Informationen durch gezielte Informationssuche aufzunehmen. Dabei handelt es sich um ein umfassendes Interesse am tiefgründigen Kenntniserwerb. Der FES – 16plus erfasst das Erkenntnisstreben neutral. Die Items suggerieren der Testperson demnach keine spezifische Situation. Es konnte dabei herausgefunden werden, dass die neutrale Erfassung des Erkenntnisstrebens möglich ist, da die Testpersonen über die nötigen kognitiven Fähigkeiten verfügen, die neutral formulierten Items auf die selbstgewählten, positiv besetzten Interessensbereiche zu übertragen. Das Erkenntnisstreben unterteilt sich in die beiden Faktoren Leistungsmotiv und Kognitive Anstrengungsbereitschaft. Neben dem Erkenntnisstreben wird auch dessen Richtung mit Items erfasst, welche an das RIASEC-Modell von Holland angelehnt sind. Der aus dieser Arbeit entstandene Fragebogen FES - 16plus soll als Instrument für Personen ab 16 Jahren im Rahmen der Studienberatung als unterstützende Maßnahme eingesetzt werden. Dessen Verwendung kann die Entscheidungsfindung für eine Studienrichtung erleichtern. Er soll den Einstieg in den Beratungskontext unterstützen, da der FES – 16plus grundlegende Interessen und Einstellungen der Person erfasst. Er kann auch im Schulkontext unterstützend als Instrument genutzt werden, welches eine Person hinsichtlich ihrer Fähigkeiten und Herangehensweisen bei der Aufgabenlösung und -bearbeitung einschätzt und damit erläutert, mit welchen Strategien die Person Probleme und schwierige Aufgaben bewältigt. Der FES – 16plus wurde nach einer Testphase an einer repräsentativen Stichprobe von 465 SchülerInnen der Sekundarstufe II aus dem Bundesland Sachsen normiert und kann damit als Instrument in der Studienberatung eingesetzt werden. Der FES – 16plus erfüllt die Gütekriterien der Objektivität, Reliabilität und Validität und erweist sich damit als ein gutes Instrument, welches im schulischen und universitären Kontext genutzt werden kann. Er bietet breite Anwendungsmöglichkeiten und ist frei zugänglich erhältlich. Der FES-16plus inklusive Manual und Auswertungsbogen kann auf der Webseite https://pro-for-school.jimdo.com/ kostenfrei heruntergeladen werden.:Executive Summary 1. Einleitung 2. Theoretische Fundierung 2.1 Konzept des Erkenntnisstrebens von Gerhard Lehwald 2.2 Das Persönlichkeits-System-Interaktions-Modell von Julius Kuhl 2.3 Das RIASEC-Modell nach John L. Holland 2.4 Exkurs: Das Flow-Erleben 3. Untersuchungsdesign 3.1 Methodenauswahl 3.2 Ablauf der Fragebogenerstellung und Normierung des FES – 16plus 3.3 Fragebogenkonzept 3.4 Testwertermittlung 3.5 Erstellung der Normalverteilungskurve 4. Statistische Überprüfung des FES – 16plus 4.1 Statistische Analyse der Rohversion I 4.2 Statistische Analyse der Rohversion II 4.3 Faktorenanalyse des FES – 16plus 5. Ergebnisse 5.1 Stichprobenzusammensetzung 5.2 Messung des Erkenntnisstrebens 5.3 Messung der Richtung des Erkenntnisstrebens 6. Fazit Literaturverzeichnis Tabellen Anhang