A Further Investigation of Major Field and Person-Environment Fit: Sociological versus Psychological Interpretations of Holland's Theory

摘要: In a recent article (Feldman, Smart, & Ethington, 1999), we used Holland's (1966, 1973, 1985, 1997) theory to study the extent which growth or achievement of college students--in terms their gains in selected abilities and interests--was function congruence fit between these students' personalities major field environments. The present analysis is an outgrowth extension that earlier analysis. It explores compares influence personality dynamics social-environmental forces on change stability during college. types environments assumes most people (including students) can be classified as one six (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) based distinctive patterns abilities, attitudes, interests. further provides three general propositions pertaining students development collegiate experience: (a) search for select academic match interests, profiles; (b) differentially socialize toward acquisition values reflect presumably reinforced rewarded by respective environments; (c) student dominant type environment. Hol land's primarily psychological origin nature, research validity has focused first (self-selection) third (congruence) efforts assist "proper majors" they stand greatest likelihood success better understand differential interests undergraduate careers. Abundant evidence generally supports each propositions--especially those self-selection (see, example, extensive literature reviews Assouline Meir, 1987; Holland, 1997; Spokane, 1996; Tranberg, Slane, Ekeberg, 1993; Walsh 1992); reliance theoretical framework studies effects growing Antony, 1998; Feldman et al., 1999; Huang Healy, Thompson 1999). are not so much interested offering additional any assessing relative merits two them--the second (socialization) (congruence). socialization provide different--if alternative--explanations students. proposition postulates key element promoting rather than another set competencies talents (i.e., departments) enter. Here, roles faculty members collective prevailing norms primary components considered, associated initial less importance perhaps even irrelevant. That say, collectively developing specific repertoire singularly dependent upon entry into environment requires, reinforces, rewards particular repertoire. this respect, decided sociological orientation because its focus group …