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THE IMPACT OF CONGRUENCE ON STUDENT ACADEMIC PERFORMANCE: ASSESSMENT OF HOLLAND THEORY IN NON-WESTERN CULTURE
Corresponding Author(s) : Ammar Hussain
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: The current study was conducted to investigate Holland's circular order model of interest, congruence between career interest and career aspiration, and congruence impact on students' academic performance in an indigenous context.
Methodology: Data have collected from 669 (356 boys & 313 girls) students studying in grade 10th from 16 high schools, 8 boys school (4 government & 4 private sectors), and 8 girls school (4 government & 4 private sector)-from significant towns of Gilgit division, Pakistan. Career interest was measured using the Urdu version of Career Key (Jones, 2010), students' obtained marks measured academic achievement in the last examination, and career aspirations were assessed by asking about aspired future careers from students. A randomized test of hypothesized order (Hubert & Arabie, 1987) was applied to determine the circular model, congruence was measured using Holland's (1963) first-letter agreement, and academic achievement of congruent, incongruent, and ambivalent groups of students was compared using one-way analysis of variance.
Main Findings: The study's findings revealed that the results did not support Holland's circular order model of interest. The congruence hypothesis was partially supported, and the impact of congruence on academic achievement was fully supported in the present study. Gender differences were found in some career interests as well as in aspired occupations. The findings are discussed in a cultural context.
Applications of this study: The results of the study are applicable and valuable for the educational institutes. In the present study, we have evaluated three assumptions of Holland's theory: circular order model of interest structure, congruence between career aspiration and career interest, and impact of congruence on students' academic achievement.
Novelty: In Pakistan, career success and relevant domains are least explored by researchers. However, it is imperative to provide academic and career counselling services to ensure academic and career success and satisfaction. Therefore, the current study was conducted to assess Holland's model of interest, congruence between career aspiration and interest, and its impact on student's academic achievement in Pakistan.
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- Allen, J., & Robbins, S. (2010). Effects of interest-major congruence, motivation, and academic performance on timely degree attainment. Journal of Counseling Psychology, 57(1), 23-35. https://doi.org/10.1037/a0017267 DOI: https://doi.org/10.1037/a0017267
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- Aziz, S., & Kamal, A. (2012). Gender role attitudes and occupational aspirations of Pakistani adolescents. FWU Journal of Social Sciences, 6(1).
- Bai, L., & Liao, H. Y. (2018). The relation between interest congruence and college major satisfaction: Evidence from the basic interest majors. Journal of Career Assessment. https://doi.org/10 .1177/1069072718793966
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References
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Armstrong, P. I., Hubert, L., & Rounds, J. (2003). Circular unidimensional scaling: A new look at group differences in interest structure. Journal of Counseling Psychology, 50, 297–308. https://doi.org/10.1037/0022-0167.50.3.297 DOI: https://doi.org/10.1037/0022-0167.50.3.297
Aziz, S., & Kamal, A. (2012). Gender role attitudes and occupational aspirations of Pakistani adolescents. FWU Journal of Social Sciences, 6(1).
Bai, L., & Liao, H. Y. (2018). The relation between interest congruence and college major satisfaction: Evidence from the basic interest majors. Journal of Career Assessment. https://doi.org/10 .1177/1069072718793966
Blankenburg, J. S., Hoffler, T. N., & Parchmann, I. (2016). Fostering today what is needed tomorrow: Investigating students' interest in sciences. Sciences Education, 100(2), 364-391. https://doi.org /10.1002/sce.21204 DOI: https://doi.org/10.1002/sce.21204
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Brown, S. D., & Gore, P. A. J. (1994). An evaluation of interest congruence indices: Distribution characteristics and measurement properties. Journal of Vocational Behavior, 45, 310–327. https://doi.org/1 0.1006/jvbe.1994.1038 DOI: https://doi.org/10.1006/jvbe.1994.1038
Byars-Winston, A. M., & Fouad, N. A. (2008). Math and sciences social cognitive variables in college students: Contribution of contextual factors in predicting goals. Journal of Career Assessment, 16(4), 425-440. https://doi.org/10.1177/1069072708318901 DOI: https://doi.org/10.1177/1069072708318901
Camp, C. C., & Chartrand, J. M. (1992). A comparison and evaluation of interest congruence indices. Journal of Vocational Behavior, 41, 162–182. DOI: https://doi.org/10.1016/0001-8791(92)90018-U
Carpenter, D., Young, D. K., McLeod, A., & Maasberg, M. (2018). IT Career counseling: Are occupational congruence and the job characteristics model effective at predicting IT job satisfaction? Journal of Information Systems Education, 29(4), 225-238.
Chu, M. L., Creed, P. A., & Conlon, E. G. (2021). Work–Study Boundary Congruence, Contextual Supports, and Proactivity in University Students Who Work: A Moderated-Mediation Model. Journal of Career Development, 48(2), 166-181. https://doi.org/10.1177/0894845319830253 DOI: https://doi.org/10.1177/0894845319830253
Darcy, M. U. A., & Tracey, T. J. G. (2007). Circumplex structure of Holland's RIASEC interests across gender and time. Journal of Counseling Psychology, 54(1), 17–31. https://doi.org/10.1037/0022-0167.54.1.17 DOI: https://doi.org/10.1037/0022-0167.54.1.17
Dierks, P. O., Hoffler, T. N., Blankenburg, J. S., Peters, H., & Parchmann, I. (2016). Interest in sciences: a RIASEC-based analysis of students' interests. International Journal of Sciences Education, 38(2), 238-258. https://doi.org/10.1080/09500693.2016.1138337 DOI: https://doi.org/10.1080/09500693.2016.1138337
Ding, Y., Wang, Q., Hourieh, N., & Yu, Q. (2020). Vocational Personality Types in College Engineering Students in Relation to Academic Achievement. Journal of Employment Counseling, 57(1), 27-47. https://doi.or g/10.1002/joec.12136 DOI: https://doi.org/10.1002/joec.12136
Earl, J., Iskandar, F., & Elizondo, F. (2019). Take a job, any job: exploring the importance of matched interests to career path and work satisfaction. Journal of Employment Counseling, 56(1), 33-45. https://doi.org /10.1002/joec.12101 DOI: https://doi.org/10.1002/joec.12101
Einarsdottir, S., Rounds, J., Egistottir, S., & Gerstein, L. H. (2002). The structure of vocational interest in Iceland: Examining Holland's and Gati's RIASEC models. European Journal of Psychological Assessment, 18(1), 85-95. https://doi.org/10.1027//1015-5759.18.1.85 DOI: https://doi.org/10.1027//1015-5759.18.1.85
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