Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives
Languages of publication
The focus of this paper is on certainty of career choice at the beginning of university studies, and how this relates to students' career motives and more general strategies and attributions in achievement situations. The paper sample comprised 137 first-year students of theology, who completed a questionnaire developed on the basis of earlier studies on motives for studying theology and certainty of career choice. The questionnaire included a section on strategies and attributions in achievement situations (SAQ), a section covering the reasons and motives for starting to study theology and a scale measuring uncertainty of career choice. According to the results, uncertainty of career choice related positively to being assured of a place to study, and negatively to having a spiritual calling, a helping orientation and self-fulfillment. In the first year of university studies it also related positively to task avoidance and social pessimism, and negatively to success expectation. Stepwise regression analysis showed that being assured of a place to study, having a spiritual calling and low self-fulfillment explained 57 percent of the total variance. The strategies and attributions the students used in achievement situations were very modest predictors of uncertainty in career choice. Success expectation and task avoidance explained nine percent of the variance.
- Aunola, K., Stattin, H., & Nurmi, J.-E. (2000). Adolescents' achievement strategies, school adjustment, and problem behavior. Journal of Youth and Adolescence, 29, 289-306.[Crossref]
- Baylis, L., Cargas, S., Hartley, H., Rowland, C., Sabri, D., Stavrakopoulou & Wyatt, J. (2004). "Like a good brisk walk" The relationship between faith stance and academic study in the experience of first year theology students at Oxford. A research and development project funded by the philosophical and religious studies subject centre. Faculty of theology. Institute for the advancement university learning. Oxford.
- van Berkel, H. J. M & Schmidt, H. G. (2000). Motivation to commit oneself as a determinant of achievement in problembased learning. Higher Education, 40, 231-242.[Crossref]
- Betz, N. E. (2007). Carer self-efficacy: Exemplary recent research and emerging directions. Journal of Career Assessment 15 (4), 403-422.[Crossref]
- Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Learning and instruction, 14 (6),549-568.
- Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
- Convington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51 (1), 171-200.[Crossref]
- Duffy, R. D. & Blustein, D. L. (2005). The relationship between spirituality, religiousness, and career adaptability. Journal of Vocational Behavior, 67, 429-440.
- Elliot, A. J. & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
- Elliot, A. J. & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 968-980.
- Elliot, A. J.; McGregor, H A. & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91 (3), 549-563.[WoS][Crossref]
- Emmons R. A. (1999). The psychology of ultimate concerns: motivation and spirituality in Personality. New York: Guilford
- Emmons, R. A. & Paloutzian, R. F. (2003). The psychology of religion. Annual Review of Psychology 54, 377-402.[PubMed]
- Hancock, D. (2004). Cooperative Learning and Peer Orientation Effects on Motivation and Achievement. Journal of Educational Research 97 (3), 159-166.[Crossref]
- Hartung, P. J. (2010). Practice and research in career counseling and development -2009. The career development quarterly 59, 98-134.
- Hirsto, L. (2012, in press). Personal projects as motivational approaches to the study of theology -case of spiritual projects. In Theo van der Zee & Terry Lovat (eds.) New Perspectives on Spiritual and Religious Education. Münster: Waxmann Publishers.
- Hirsto, L. (2001). Children in their learning environments: theoretical perspectives. Unit of Eductional Psychology, University of Helsinki. Research reports 5/2001. Academic dissertation.
- Hirsto, L. & Tirri, K. (2009). Motivational approaches to the study of theology in relation to spirituality. Journal of Empirical Theology
- Honkimäki, S., Tynjälä, P. & Valkonen, S. (2004). University students' study orientations, -learning experiences and study success in innovative courses. Studies in Higher Education 29 (4), 431-449.[Crossref]
- Hurrelmann, K. (1988). Social Structure and Personality Development. New York: Cambridge University Press.
- Järvelä, S. & Volet, S. (2004). Motivation in real-life, dynamic, and interactive learning environments: Stretching constructs and methodologies. European Psychologist, 9 (4), 193-197.[Crossref]
- Lips-Wiersma, M. & Mills, C. (2002). Coming out of the closet: Negotiating spiritual expression in the work place. Journal of Managerial Psychology, 17 (3), 183-202.[Crossref]
- Litmanen, T., Hirsto, L. & Lonka, K. (2010). Personal goals and academic achievement among theology students. Studies in Higher Education 35 (2), 195-208.[WoS][Crossref]
- Masdonati, J., Massoudi, K. & Rossier, J. (2009). Effectiveness of career counseling and the impact of the working alliance. Journal of career development, 36 (2), 183-203.
- McIntosh, D. N. (1995). Religion-as-schema, with implications for the relationship between religion and coping. The International Journal for the Psychology of Religion, 5 (1), 1-16.[WoS][Crossref]
- McKenzie, K., Gow, K. & Schweitzer, R. (2004). Exploring first-year academic achievement through structural equation modelling. Higher Education Research & Development 23 (1), 95-112.[Crossref]
- Metsämuuronen, J. (2009). Tutkimuksen tekemisen perusteet ihmistieteissä 4. Tutkijalaitos. Methelp International Oy.
- Mäkinen, J. Olkinuora, E & Lonka, K. (2004). Students at risk: Students general study orientations and abandoning/prolonging the course of studies. Higher education 48, 173-188.[Crossref]
- Niemelä, K. (1999). Teologiksi? Teologiseen tiedekuntaan pyrkivien uravalintamotiivit ja ammatillinen suuntautuminen. [To be theologian? Motives of career choice and professional orientation of of applicant of theological faculty] Kirkon tutkimuskeskus. Series A, No 74. Jyväskylä: Gummerus.
- Nurmi, J.-E., Salmela-Aro, K. & Haavisto, T. (1995). The strategy and attribution questionnaire: Psychometric properties. European Journal Psychological Assessment, 11 (2), 108-121.[WoS][Crossref]
- Nurmi, J.-E., & Salmela-Aro, K. (1997). Social strategies and loneliness: A prospective study. Personality and individual differences, 23 (2), 205-215.
- Nurmi, J.-E., Aunola, K., Salmela-Aro, K & Lindroos, M. (2003). The role of success expectation and task-avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates. Contemporary educational psychology, 28 (1), 59-90.[Crossref]
- Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95 (4), 667-686.[Crossref]
- Rauste-von Wright, M. (1986). On personality and educational psychology. Human development, 29, 328-340.[Crossref]
- Robbins, S. B., Huy L., Davis, D., Carlstrom, A., Lauver, K. & Langley, R. (2004). Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130 (2), 261-288.[Crossref][PubMed]
- Salmela-Aro, K., Tolvanen, A. & Nurmi, J. (2009). Achievement strategies during university studies predict early career burnout and engagement. Journal of Vocational Behavior, 75, 162-172.[Crossref][WoS]
- Stanbury, D. (2010). The kindness of strangers. How career educatiors and the wider academic comminuty can help each other. Education + Training, 52 (2), 100-116.
- Tracey, 2010. Relation of interest self-efficacy occupational congruence and career choice certainty. Journal of Vocational Behavior 76, 441-447.[Crossref][WoS]
- van der Veen, I.; de Jong, U., van Leeuwen, M. & Korteweg, J. A. (2005). The development of higher education students' interest in their subject: the case of higher professional education in the Netherlands. Studies in Higher Education, 30 (3), 275-290.[Crossref]
- Volet, S. & Järvelä, S. (eds.) (2001). Motivation in learning contexts: Theoretical advances and methodological implications. Advances in learning and instruction series. London: Pergamon.
Publication order reference