This is an exploratory study to compare the vocational interests of Black and White school-leaving boys in South Africa. The aim of the study is, first, to test the hypothesis that the samples hold similar stereotypes of vocations and that they structure interest fields in a similar way; and, second. to test the hypothesis that the vocational interests of the samples are different. The samples comprise four hundred and ten matriculants from schools in Johannesburg and Soweto. The methodological requirements for conducting cross-cultural research are adhered to as far is practically possible. The main findings provide general support for the hypotheses. It is found that the Black and White samples have similar vocational stereotypes and that they structure interest fields similarly, and in a way which closely approximates the reported structures characteristically found in Western culture. The Black and White samples differ in their vocational interests, although there are also similarities.

This study examined the developmental role of creativity on vocational and avocational interests of gifted students grades 7 to 12. Prior research has assumed that choices made by gifted and creative students were unique. This study was aimed at determining if there were relationships between background characteristics (age, sex and creativity) of gifted students and their preferences for leisure and work activities. Higher scores on creativity tests were significantly correlated with more leisure pursuits. The sample studied was significantly different from Torrance's norms. This sample's norms were presented. In this sample the overall creativity and leisure skills were highly correlated with component scores. Lower grade level was the most important factor in predicting certain leisure activities. Creativity was also a significant predictive factor. Male-female similarities emerged. Lower creativity was the most important factor in predicting certain vocational interests. Sex, grade level, and overall leisure were also significant factors. Some grade level differences and similarities were evidenced. Discussed are implications for future gifted programs, possible generalization limitations, and future cause-effect research.

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This body of work has focussed on the measurement, structure and stability of vocational interests and abilities in mainstream, mixed-ability secondary school aged children. This set of studies investigated how a large group of children’s vocational interests developed over a two year period, and how their interests for activities/occupations were related to selected abilities (Mechanical, Spatial Rotation and Logical Reasoning). Published research has consistently demonstrated that for adults, vocational interests are stable over time, and that interests typically fall into six main categories; Realistic, Investigative, Artistic, Social, Enterprising and Conventional (Holland, 1959). Furthermore, there is a wealth of evidence to suggest that the relationships between these six categories broadly approximate a hexagonal framework once individuals reach adulthood (e.g. Holland et al., 1969). Data analysis revealed that similar to adults, children’s interests overall were remarkably stable over time, and that this was particularly the case for Realistic and Social interests. The findings were also suggestive of a pathway of interest development in children aged 11-17. The youngest children who participated in this research had interests that were often gender stereotyped, though the structure of their interests was not consistent with the hexagonal structure commonly seen in adults. However, as children got older, their interests became more aligned to a hexagonal format, particularly for the female group. Furthermore, there were clear gender differences with females typically having more distinctive and more consistent interest profiles over time. There were a few weak associations between ability and interest, with the clearest link suggesting that early Realistic interests are predictive (in part) of later Mechanical ability. These findings consequently have practical implications for the timing and delivery of careers counselling in school. Theoretical implications and future directions have also been identified and discussed.

This research adopted the social cognitive career theory (SCCT) and the career developmental approach (e.g., Super’s life-space approach) to investigate vocational identity of secondary school students in Hong Kong. The purposes of current research were mainly (1) to examine vocational identity of Hong Kong senior secondary students; (2) to develop a model of vocational identity to outline the relationships of achievement-related motivational factors (i.e., self-efficacy, goal orientation and causal attribution) to vocational identity, and the mediating relationship of hope to vocational identity, for senior secondary school students in Hong Kong; and (3) to explore students’ perceptions of personal and contextual factors to career development. The current research was carried out in three stages, using a mixed quantitative and qualitative research design. Prior to the main study, a pilot study was conducted to a small group of participants (N=143) to test the reliability and validity of the questionnaire. Study One was the main study to examine the hypothesized model of vocational identity. A total of 1,866 students randomly selected from 11 secondary schools completed the questionnaire. The findings supported the proposed model of vocational identity which identified personal control, performance goal orientation, learning goal orientation, self-efficacy as significant predictors of hope, which in turn significantly predicted the outcome of vocational identity. The findings also supported the role of hope as a mediator. Study Two was a qualitative study aiming to explore the participants’ perceptions of the factors identified in Study One, and of the contextual factors which influenced their vocational identity development. Focus group interviews were conducted to the participants (N=23) who completed the questionnaire in Study One. The qualitative findings revealed that appreciations and supports from family, school, peers, graduates and society were significant for adolescents’ vocational identity development. The findings of the current research were discussed in light of theoretical and practical contributions. At the theoretical level, it developed a model of vocational identity highlighting the contributions of personal factors such as self-efficacy, personal control, learning goal orientation, performance goal orientation and hope to adolescents’ career development. At the practical level, the findings pointed to the need of developing a comprehensive student guidance program which integrated personal developmental guidance with career guidance. Such program needs to focus on developing students’ achievement-related motivation and hope. Further, a favorable school learning environment and supports of family, peers and society are salient to secondary students’ career development. The strengths and limitations of the current research and direction for further research were also discussed. / published_or_final_version / Education / Doctoral / Doctor of Education

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Thesis (Ph. D.)--Ohio State University, 1977. / Includes vita. Includes bibliographical references (leaves 88-94). Available online via OhioLINK's ETD Center.

Thesis (M.A.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.