Practice and research in career counseling and Development—2005

Career Development Quarterly, Dec, 2006 by Thomas F. Harrington, Theresa A. Harrigan

Adolescence. Two articles addressed stability of vocational interests in longitudinal studies. Tracey, Robbins, and Hofsess examined Holland's RIASEC interests (i.e., Holland codes for career types: Realistic, Investigative, Artistic, Social, Enterprising, Conventional) and academic skills among separate samples of boys and girls at Grades 8, 10, and 12. Results over the time span of the study demonstrated a high degree of stability in interest and academic skill scores. Interest scores, crystallization, and profile consistency also increased, supporting the developmental model of Super (1957, 1980). No interest type showed greater stability than others. Although participants' career choices were congruent with their interests from Grade 8 to 10, they decreased in congruency in the 12th grade. Tracey et al. surmised a reassessment of plans as the participants approached college years. Scores in Grade 12 may represent more realistic assessments, or the changes may be due to a reaction to stress. Girls had more stable interest and crystallization scores from Grade 10 to 12. The 12th grade seemed to be a period of reassessment for boys. Tracey et al. found a linear trend for increasing crystallization over time and noted that interest profiles showed greater consistency. The authors concluded that there were stability and clearly defined changes during high school. They recommended additional career interventions during the 12th grade because of the flux in interest and career choices in that year.

Low, Yoon, Roberts, and Rounds used a meta-analysis on studies with test-retest intervals of at least 1 year to determine stability of vocational interests across eight age categories from early adolescence, starting at 11.5 years of age, through age 40. They found that vocational interests remained relatively stable from ages 12 to 40. Stability remained unchanged from middle to high school. There was a large increase in stability of vocational interests as the majority of participants entered college. The actual peak year occurred during college. Interest stability rose to about .70 and remained at that level for 2 decades. No significant gender-based differences were found. In reviewing the RIASEC model, the stability of Realistic interests was the highest, and in decreasing order, Artistic, Social, Investigative, Conventional, and Enterprising followed. Vocational interests and personality traits increased in stability during college years. After college, interest stability plateaued, and personality traits continued to increase in stability. Adolescents' vocational interests were linked to individual and academic interests. Contrary to Tracey et al.'s findings, stability of interests remained unchanged prior to college. Low et al. concluded from meta-analysis that vocational interests are moderately to highly stable over the life span.

In a study by ter Bogt, Raaijmakers, and van Wel, a random heterogeneous sample of 650 adolescents from the Utrech Study on Adolescent Development and one of their parents completed attitude scales to measure political orientation and work ethic. Significant findings indicated that traditional work ethic was associated with cultural, but not economic, conservatism. Socialization factors modestly influenced the development of work ethic. A strong work ethic was more prevalent among families with lower socioeconomic status and educational levels. Educational level initially influenced the development of work ethic, but the effect lessened as the educational level rose. Educational level was influenced by social class, parents' education, and parents' culture. ter Bogt et al. concluded that the less privileged of the working class have few expectations of following high-level career paths and rely on a strong work ethic to find and keep a job.