![]() Holland's research (1974) shown that decisiveness among senior high students varied with the intellectual characteristics of students and there were slight gender differences. This is in accordance with Wu & Hung's finding (1981) that the bright and normal pupils had similar factor structure in vocational preference. Chen (1993) also found that there was no significant difference between gifted and non-gifted senior high school students among the index of diversity of interest, vocational trends, and career directions however, junior high school gifted students' index of diversity of interest were higher than non-gifted students. Lin (1993) found that, in two top senior high schools in Taipei city, the gifted freshman students' career goals were vague, and part of them was irrational, although they were superior to their non-gifted counterparts in "career planning' and "working world knowledge". However, Perrone, Male and Karshner (1979) found that talented persons sometimes have a tendency to commit themselves to career choices prematurely, based on subject-matter fields in which they achieve considerable recognition and success. On the other hand, it seems more reasonable that students with higher achievement and ability would set a higher level of vocational aspiration and proceed to prepare themselves for a more successful career than the less bright if other conditions, like motivation, responsibility, etc., are equal. It suggests that the less intelligent might have unrealistic life goals. It was interesting to find out that a considerable portion of students choose professional and management vocations, especially those with lower IQs. When the class with IQs of 114 to 142 visited a television-antenna plant, several pupils wouldn't like to do that kind of work because "it must get very monotonous." Rice (1978) asked 111 students in grades 8, 10, and 12 to write down three kinds of their favorite vacations and then classified their intelligence according to their preferences on the Otis Mental Ability Test. When the six-grade class with IQs of 46 to 92 visited the knife factory, nearly everyone saw at least one beginning job that he liked. Hoppock (1976) noted that there was a contrast between the reactions of children with low and high IQs. ![]() It is very possible that pupils of different levels of intelligence would perceive vocations differently and make different choices. However, there is yet the intelligence factor. In dealing with influential factors, many studies on vocational choice have focused on socioeconomic aspects and self-concept dimensions. The VPI is basically construct-oriented and seems to be most appropriate for cross-cultural study. Holland (1973) has accordingly developed the Vocational Preference Inventory (VPI) for surveying six types of vocational interests. Holland's theory can be summarized in these words: (1) Most persons can be categorized as one of six types-Realistic, Investigative, Social, Conventional, Enterprising, and Artistic (2) There are six kinds of environments Realistic, Investigative, Social, Conventional, Enterprising, and Artistic (3) People search for environments and vocations that will permit them to exercise their skills and abilities to express their attitudes and values, to take on agreeable problems and roles, and to avoid disagreeable ones (4) A person's behavior can be explained by the interaction of his personality pattern and his environment. However, according the Holland (1966, 1973, and 1985), there is yet a third element to be considered, namely, the interaction of the two. Some explain occupational choice in terms of environmental influences (e.g., Caplow, 1954 Clark, 1931 Hollingshead, 1949 Miller & Form, 1964) Others find their explanations in the needs of the individual (e.g., Ginzberg et al., 1951 Hoppock, 1976 Roe, 1956 Super, 1953). ![]() There are many theories of vocational choice and career development.
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