Préparation à la transition de l’école obligatoire à la formation professionnelle
Hirschi, A. (2012). Préparation à la transition de l’école obligatoire à la formation professionnelle [Career preparation in the transition from school to vocational education and training. L’Orientation Scolaire et Professionnelle, 41(2), 255-270. https://doi.org/10.4000/osp.3790
Abstract
This contribution gives an overview of the specific demands and opportunities of the transition from compulsory school to vocational education and training in Switzerland. It argues that structural and psychological factors are important to under stand inequalities of success in this transition. The results of empirical studies are presented which show that factors regard ing personality, social support, and individual engagement in the career preparation process are important factors promot ing interindividual differences in the development of career adaptability and congruent career choices prior to this transi tion. Implications for counseling practice are presented.
Keywords: Vocational guidance, adolescents, career preparation, career adaptability, developmental systems
Vocational identity achievement as a mediator of presence of calling and life satisfaction
Hirschi, A. & Herrmann, A. (2012). Vocational identity achievement as a mediator of presence of calling and life satisfaction. Journal of Career Assessment, 20(3), 309-321. doi:10.1177/1069072711436158
Abstract
The present study explores what mechanism might be responsible for the reported link between presence of a calling in one’s career and life satisfaction. It is proposed that vocational identity achievement acts as one important mediator of this relation and that the effects can be observed even when controlling for core self-evaluations (CSEs). The study used a short-term longitudinal design based on a sample of 269 German college students from different majors. The results con firmed the mediation model, with calling predicting vocational identity achievement 6 months later and identity serving as a stronger predictor of life satisfaction, all controlling for CSEs. However, contrary to previous research, presence of calling was not directly related to life satisfaction and even showed a negative relation when vocational identity achievement was controlled. The results are interpreted to suggest a multifaceted relation between calling and life satisfaction.
Keywords: calling, vocational identity, core self-evaluations, career development
Self-initiated expatriates and their career success
Cao, L., Hirschi, A., & Deller, J. (2012). Self-initiated expatriates and their career success. Journal of Management Development, 31(2), 159-172. doi:10.1108/02621711211199494
Abstract
Purpose– This paper aims to provide conceptual clarity by distinguishing self-initiated expatriates (SIEs) from company-assigned expatriates (AEs), and skilled migrants; most importantly, it introduces an overarching conceptual framework based on career capital theory to explain SIEs’ career success.
Design/methodology/approach– This conceptual framework is based on a review of the relevant literature on SIE, expatriation, career studies, cross-cultural studies, migration, and other related areas.
Findings– Protean career attitude, career networks, and cultural intelligence are identified as three major types of career capital influencing SIEs career success positively; the predicting relationships between these are mediated by cultural adjustment in the host country. Cultural distance acts as the moderator, which highlights the influence of macro-contextual factors on SIEs’ career development.
Research limitations/implications– The current paper applied career capital theory and did not integrate the impact of family and labour market situation on SIEs’ career development. Further research should test the proposed framework empirically, and integrate the impact of family- and career-related factors into a holistic approach.
Practical implications– When constructing international talent acquisition and retention strategies, organizations and receiving countries should understand the different career development needs and provide SIEswith opportunities to increase career capital during expatriation. Furthermore, the current framework suggests how to adjust to the host country in order to meet career development goals.
Originality/value– The multi-level and sequential framework adds value by identifying specific types of career capital for SIEs and providing a conceptual underpinning for explaining how they interact and foster SIEs’ caree
Vocational identity trajectories: Differences in personality and development of well-being
Hirschi, A. (2012). Vocational identity trajectories: Differences in personality and development of well-being. European Journal of Personality, 26(1), 2-12. doi: 10.1002/per.812
Abstract
This person-centred study investigated the longitudinal patterns of vocational identity development in relation to personality, the development of well-being, gender, nationality and the attended school track among two cohorts of Swiss adolescents in 8th or 9th grade (N ¼ 269) and in 11th or 12th grade (N ¼ 230). The results confirmed the existence of four identity statuses, namely, achievement, foreclosure, moratorium and diffusion. Forty two per cent of students showed progressive patterns of identity development, while 37% remained in their identity status over time. Students with different statuses and status change patterns differed significantly in their personality traits. Higher neuroticism related to the emergence of identity exploration over time, while conscientiousness related to maintaining or achieving a sense ofidentity commitment in terms of achievement or foreclosure. Controlling for the effects of socio-demographics and personality traits, students who reached or maintained a state characterized by identity clarity and commitment showed a relative increase in life satisfaction, while those entering a state of identity crisis or exploration showed a decrease in life satisfaction.
Keywords: vocational identity; career development; adolescence; personality; well-being
Vocational identity as a mediator of the relationship between core self-evaluations and life and job satisfaction.
Hirschi, A. (2011). Vocational identity as a mediator of the relationship between core self-evaluations and life and job satisfaction. Applied Psychology: An International Revieview, 60(4), 622–644. doi: 10.1111/j.1464-0597.2011.00450.x
Abstract
This study investigated whether vocational identity achievement mediates the relation between basic personality dispositions (i.e. core self-evaluations) and career and well-being outcomes in terms of job and life satisfaction. Two studies with Swiss adolescents were conducted. Study 1 (N = 310) investigated students in eighth grade, prior to making the transition to vocational education and training (VET); it showed that vocational identity related positively to life satisfaction but that this relationship disappeared once core self-evaluations were controlled. Study 2 (N = 150) investigated students in their second year of VET; it showed that job satisfaction was unrelated to identity and self evaluations. However, identity fully mediated the relation between self evaluations and life satisfaction.
Relation of vocational identity statuses to interest structure among Swiss adolescents
Hirschi, A. (2011). Relation of vocational identity statuses to interest structure among Swiss adolescents. Journal of Career Development, 38(5). 390 - 407. doi:10.1177/0894845310378665
Abstract
Vocational identity is one core component of identity construction in adolescence. The current study investigated whether vocational interest structure in terms of differentiation, coherence, elevation, and interest–aspiration congruence would differentiate among students in vocational identity achievement, foreclosure, moratorium, and diffusion. Swiss students at the beginning of eighth grade (N ¼ 341) participated in the study. Groups were created using cluster analysis based on the dimensions of career exploration and career commitment, and group differences were explored with discriminant analysis. Controlling for sociodemographic variables, higher interest differentiation and elevation distinguished students in achievement/moratorium from those in diffusion. More interest elevation differentiated moratorium from foreclosure.
Keywords: vocational identity, vocational interests, adolescence, career development
Career-choice readiness in adolescence: Developmental trajectories and individual differences
Hirschi, A. (2011). Career-choice readiness in adolescence: Developmental trajectories and individual differences. Journal of Vocational Behavior, 79(2), 340-348. doi:10.1016/j.jvb.2011.05.00
Abstract
Developing career-choice readiness is an important task in adolescence, but current theory and research has provided a rather static view of the phenomenon. The present study investigated the developmentofcareer-choice readiness among a group of325Swissstudents assessed four times every 5 months from seventh through eighth grade. A variable-centered approach applying latent curve modeling showed not only a linear increase of readiness over time but also significant inter-individual differences in the level and development of readiness. Higher levels were predicted by more self-esteem and generalized self-efficacy and fewer perceived barriers while increase in readiness was predicted by increase in occupational information. A person-centered approach applying latent class-growth analysis identified four distinct developmental trajectories: high-increasing (42%), high-decreasing (5%), moderate-increasing (42%), and constantly low (11%). Students with different trajectories showed significant differences in core self-evaluations, occupational knowledge, and barriers. The results suggest that environmental demands promote a developmental trend in readiness development that overrules individual differences for the majority of students. Individual differences affect the level of readiness to a greater extent than the process of its development. Career information seems pivotal for readiness increase.
Effects of orientations to happiness on vocational identity achievement
Hirschi, A. (2011). Effects of orientations to happiness on vocational identity achievement. Career Development Quarterly,59(4), 367-378. doi: 10.1002/j.2161-0045.2011.tb00075.x
Abstract
There is an increased interest in vocational psychology and career counseling regarding the link between career development and well-being, yet little is known about how different ways to achieve well-being or happiness relate to career development. This study explored the relationship between three orientations to happiness (meaning, pleasure, and engagement) and vocational identity achievement among two groups of Swiss adolescents (N = 268, eighth grade; N = 208, eleventh grade). Controlling for the effects of gender, nationality, age, attended school-type, and a happy personality disposition comprised of emotional stability, extraversion, and agreeableness, the results indicated that more orientation to meaning and engagement, but not to pleasure, positively related to identity achievement.
Callings in career: A typological approach to essential and optional components
Hirschi, A. (2011). Callings in career: A typological approach to essential and optional components. Journal of Vocational Behavior, 79(1), 60-73. doi:10.1016/j.jvb.2010.11.002
Abstract
A sense of calling in career is supposed to have positive implications for individuals and organizations but current theoretical development is plagued with incongruent conceptualiza tions of what does or does not constitute a calling. The present study used cluster analysis to identify essential and optional components of a presence of calling among 407 German undergraduate students from different majors. Three types of calling merged: “negative career self-centered”, “pro-social religious”, and “positive varied work orientation”. All types could be described as vocational identity achieved (high commitment/high self-exploration), high in career confidence and career engagement. Not defining characteristics were centrality of work or religion, endorsement of specific work values, or positivity of core self-evaluations. The results suggest that callings entail intense self-exploration and might be beneficial because they correspond with identity achievement and promote career confidence and engagement while not necessarily having pro-social orientations. Suggestions for future research, theory and practice are suggested.
Engagement in adolescent career preparation: Social support, personality, and the development of choice decidedness and congruence
Hirschi, A., Niles, S. G., & Akos, P. (2011). Engagement in adolescent career preparation: Social support, personality, and the development of choice decidedness and congruence. Journal of Adolescence, 34, 173-182. doi: 10.1016/j.adolescence.2009.12.009
Abstract
This longitudinal panel study investigated predictors and outcomesof active engagement in career preparation among 349 Swiss adolescents from the beginning to the end of eighth grade. Latent variable structural equation modeling was applied. The results showed that engagement in terms of self- and environmental-exploration and active career planning related positively to interindividual increases in career decidedness and choice congruence. More perceived social support, early goal decidedness, and particular personality traits predicted more engagement. Support and personality impacted outcomes only mediated throughengagement.Earlydecidednessandcongruenceweresignificantpredictorsof their respective later levels. Implications for practice are presented.
Who seeks career counselling? A prospective study of personality and career variables among Swiss adolescents
Balif, E., & Hirschi, A. (2010). Who seeks career counselling? A prospective study of personality and career variables among Swiss adolescents. International Journal of Educational and Vocational Guidance,10(3), 161-176. doi: 10.1007/s10775-010-9183-y
Abstract
This study investigated whether career adaptability, personality, attitude towards career counselling and some demographic variables predict the help seeking behaviour in career counselling among 330 Swiss adolescents in eighth grade. The results indicated that boys were less likely to seek help and that career related variables and attitude but not personality significantly predicted help-seek ing. Specifically, help seeking related positively to undecidedness and positive perception of career counselling. Implications for school and career counsellors and suggestions for future research are presented.
Vocational interests and career goals: Development and relations to personality in middle adolescence
Hirschi, A. (2010). Vocational interests and career goals: Development and relations to personality in middle adolescence. Journal of Career Assessment, 18(3), 223-238. doi: 10.1177/1069072710364789
Abstract
Cross-sectional research implies a close relation of vocation interests, goals, and traits, yet little is known about their reciprocal development over time. This longitudinal study examined develop ment of Things/People (T/P) and Data/Ideas (D/I) vocational interests and career goals in relation to Big Five personality traits among 292 Swiss adolescents with a cross-lagged panel design with two measurement points over 1 year from seventh to eighth grade. Interests and goals were significantly related within time and showed significant interactions across time. Traits related significantly and equally to interests and goals within time and predicted their development across time except for T/P goals. Goals and interests possessed incremental validity above traits in affecting each other. Implications include the need to account for dynamic processes in the development of goals and interests and their systematic relation to traits in theory and practice.
Keywords: vocational interests, career goals, career aspirations, personality, adolescent career development, developmental systems theory
Positive adolescent career development: The role of intrinsic and extrinsic work values
Hirschi, A. (2010). Positive adolescent career development: The role of intrinsic and extrinsic work values. Career Development Quarterly, 58(3), 276-287. doi: 10.1002/j.2161-0045.2010.tb00193.x
Abstract
This longitudinal study of 268 Swiss adolescents, spanning across 8th grade, investigated the relation of intrinsic and extrinsic work values to positive career development in deciding, planning, and exploring. Results showed that girls re ported more intrinsic and fewer extrinsic work values compared with boys. Students with an immigration background reported more extrinsic values than did students of Swiss nationality. When gender, nationality, and scholastic achievement were controlled, more general work value endorsement was a significant predictor of an above-average increase in career development over the course of the school year. Endorsement of more intrinsic but not extrinsic work values was related to positive career development.
The role of chance events in the school-to-work transition: The influence of demographic, personality and career development variables
Hirschi, A. (2010). The role of chance events in the school-to-work transition: The influence of demographic, personality and career development variables. Journal of Vocational Behavior, 77(1), 39-49. doi:10.1016/j.jvb.2010.02.002
Abstract
Chance events are considered important in career development, yet little empirical research is available on their predictors and consequences. The present study investigated socio demographic (gender, nationality, school-type), personality (openness, locus of control) and career development variables (career decidedness, career planning) in relation to perceived chance events with a retrospective (N=229, eleventh grade), and 1-year longitudinal prospective study (N=245, eighth/ninth grade) among Swiss adolescents. The results showed that the majority of both groups reported a significant influence of chance events on their transition from compulsory school to vocational education or high school. Importance of chance events related to socio-demographics and personality but not career preparation. Career preparation and chance events predicted subjective career success in terms of wish correspondence and overall satisfaction with transition outcome among the younger cohort. Implications include the necessity to integrate both thorough career preparation and chance events in theory and counseling practice.
Individual predictors of adolescents’ vocational interest stabilities
Hirschi, A. (2010). Individual predictors of adolescents’ vocational interest stabilities. International Journal of Educational and Vocational Guidance, 10(1), 5-19. doi:10.1007/s10775-009-9171-2
Abstract
The study investigated the predictive utility of interest profile differ entiation, coherence, elevation, congruence, and vocational identity commitment and career maturity (career planning and exploration) on the 10-month interest stability of 292 Swiss eighth-grade students: profile, rank, and level stabilities were assessed. Controlling for socio-demographic and vocational interest type variables, measures of differentiated and coherent vocational interests were significant pre dictors of profile stability. Interest elevation predicted more rank and level stability. The career development variables explained only a non-significant additional amount of variance in the different stability measures.
Swiss adolescents’ career aspirations: Influence of context, age, and career adaptability
Hirschi, A. (2010). Swiss adolescents’ career aspirations: Influence of context, age, and career adaptability. Journal of Career Development, 36(3), 228-245. doi:10.1177/0894845309345844
Abstract
This study investigated the content, realism, stability, and coherence of the career aspirations of 262 students in seventh grade in Switzerland (ages 13 15 years). The content analysis revealed that 82% of the participants named at least one realistic career aspiration, and aspirations showed clear resemblance to existing opportunities in the environment. Quantitative analyses confirmed the hypotheses that realism and stability of aspirations over a 10-month period could better be predicted by individual degree of career adaptability as measured by planfulness and exploration than by chronological age when grade level was controlled for. Coherence of aspirations was not related to age or adaptability. Students attending basic scholastic requirements school tracks reported more adaptability but not more realistic, stable, or coherent aspirations compared to students in advanced requirements tracks.
Keywords: career decision making, career aspirations, career development, counseling psychology
Development and criterion validity of differentiated and elevated interests in adolescence
Hirschi, A. (2009). Development and criterion validity of differentiated and elevated interests in adolescence. Journal of Career Assessment, 17(4), 384-401. doi: 10.1177/1069072709334237
Abstract
Interest differentiation and elevation are supposed to provide important information about a person’s state of interest development, yet little is known about their development and criterion validity. The present study explored these constructs among a group of Swiss adolescents. Study 1 applied a cross-sectional design with 210 students in 11th grade. Study 2 applied a 1-year longitudinal design with 289 students in 7th to 8th grade. Gender, personality traits, and career exploration were significant predictors of state and development of differentiation and elevation. Increase in differentiation predicted increase in career decidedness above traits. Elevation could not predict increase in exploration behavior over traits. The results provide support for differentiation and elevation as important aspects of adolescents’ vocational interests.
Keywords: interest development; interests assessment; adolescence career development
Eine typologische Analyse des Schweizerischen Lehrstellenmarktes: Strukturelle Benachteiligung von jungen Frauen
Hirschi, A. (2009). Eine typologische Analyse des Schweizerischen Lehrstellenmarktes: Strukturelle Benachteiligung von jungen Frauen [A typological analysis of the Swiss vocational educational market: structural disadvantage for female adolescents]. Schweizerische Zeitschrift für Bildungswissenschaften, 31(2), 317-331.
Abstract
Empirische Studien zeigen, dass junge Frauen in der Schweiz mehr Mühe in der Lehrstellensuche bekunden als Männer. Die Studie überprüft die Hypothesen, dass dies auch in einem geringeren Angebot an Lehrberufen und Lehrstellen sowie ten denziell höheren schulischen Anforderungen in ihren typischen Interessensbereichen im Vergleich zu den typischen Interessensbereichen von Männern begründet ist. Dazu wird eine typologische Analyse des Schweizer Lehrstellenmarktes 2006 auf grund der RIASEC Typologie von Holland (1997) vorgenommen und in direkten Bezug zur gut fundierten beruflichen Interessenforschung gestellt. Beide Hypothesen wurden bestätigt. Implikationen für Theorie und Praxis werden beschrieben.
Adaptation of career goals to self and opportunities in early adolescence
Hirschi, A. & Vondracek, F. W. (2009). Adaptation of career goals to self and opportunities in early adolescence. Journal of Vocational Behavior, 75(2),120-128. doi:10.1016/j.jvb.2009.05.005
Abstract
Development of career goals that are adapted to self and opportunities is a central compo nent of adolescent career preparation. The present longitudinal study (conducted through out the eighth grade with three assessment points) investigated how 330 Swiss adolescents simultaneously adapt career goals to interests, scholastic achievement and environmental opportunities. Results demonstrated that students increasingly adapt their goals to the environment. Mean adaptation to environment related positively to degree of adaption to interests and achievement. Increased adaptation to environment over time related to increased adaptation to achievement but to decreased adaptation to interests. Gender, attended school type and nationality moderated adaptation processes. Structurally disadvantaged students (girls, lower requirements school track, immigrant students) reported more conflict in aligning adaptation to environment with adaptation to interests.
Career adaptability development in adolescence: Multiple predictors and effects on sense of power and life satisfaction
Hirschi, A. (2009). Career adaptability development in adolescence: Multiple predictors and effects on sense of power and life satisfaction. Journal of Vocational Behavior, 74(2), 145-155. doi:10.1016/j.jvb.2009.01.002
Abstract
This longitudinal panel study investigated predictors of career adaptability development and its effect on development of sense of power and experience of life satisfaction among 330 Swiss eighth graders. A multivariate measure of career adaptability consisting of career choice readiness, planning, exploration, and confidence was applied. Based on Motivational Systems Theory four groups of predictors were assessed: positive emotional disposition, goal decidedness, capability beliefs and social context beliefs. Influence of gender, age, immigration background, parental educational level, and college-bound or vocational edu cation plans were also assessed. Perceived social support and positive emotional disposi tion, non-immigration background, and continuing to vocational education were single significant predictors of more career adaptability development over the school year. Sup porting the connection of career adaptability and positive youth development, increase in career adaptability over time predicted increase in sense of power and experience of life satisfaction.