Proposes that an Expectancy-Valence model of motivation provides a promising framework for motivating women to consider a wider variety of career options. Explains expectancy theory and discusses how the model can be used to understand women's inclinations toward nontraditional options. (JOW)

Vocational education should (1) focus on vocational roles in a variety of settings; (2) recognize that individuals have several simultaneous vocations; (3) advocate that the selection of vocations and behavior in vocations be guided by ethical principles; and (4) inform that vocations should give meaning to life. (JOW)

Presents a career decision making model for graduating students and other job seekers which focuses on the values the individual holds about the desired work setting and the actual alternatives available to the job seeker. Nine steps in the model are explained and values that may be important when selecting a job are listed. (NB)

Of 171 undergraduates, 90 viewed a videotape of a "friendly" recruiter and 81 an "unfriendly" recruiter. The former group made significantly more positive inferences regarding the recruiter's organization than did those watching the "unfriendly" tape. These inferences affected their attraction to the job. (SK)

Results of the Self-Directed Search (SDS) completed by 305 male and 395 female students supported the convergent and discriminant validity of the SDS and of a hierarchically nested structural model. Contradictory conclusions were reached about construct validity. (SK)

Using simulated data a study comparing 10 congruence measures found none of the 3-letter Holland codes sensitive to differences among persons and incapable of distinguishing persons with like but out-of-order person-environment codes. A second study identified an interest congruence measure that is easier to calculate. (SK)

A 2-year study collected data from 773 college students who visited a company, of whom 376 received job offers and 135 accepted. Overall evaluation of the visit, perceptions of the location, and host likeableness were related positively to acceptance. (SK)

Explores the importance of self-invitations in teaching. Suggests that teachers might benefit from examining the self-invitations that urge them to teach. Notes that these self-invitations need to be compared and contrasted with other-invitations that often detract from the personal reasons that originally encouraged teachers to enter the…

The Personality Assessment System (PAS) is based on the theory that people will seek situations that use their strengths and avoid their weaknesses. Studies operationalizing the theory through the Wechsler Adult Intelligence Scale support the use of PAS in improving person-job match and increasing self-knowledge for career development. (SK)

Describes plans of a research team in the former Soviet Union to implement the Fukuyama Profile for vocational guidance. (SK)

Discusses the use of career self-efficacy theory in counseling individuals having low career-related self-efficacy. Begins by presenting diagram of Bandura's model of perceived self-efficacy and then goes on to discuss its implications for counseling. Focuses on how society may alter women's career choices and women's socialization in relation to…

Of 101 female undergraduates, 10 preferred traditional, 49 nontraditional, and 16 neutral occupations; 26 were undecided. Career Decision-Making Self-Efficacy Scale scores indicated that nontraditional preference did not correlate with higher career self-efficacy. Undecided women had significantly lower career self-efficacy. (SK)

Explains Kelly's (1955) Personal Construct Theory and illustrates the uses of two techniques for using personal constructs in career assessment: the Role Construct Repertory Test and the laddering technique. (SK)

The Goals Review and Organizing Workbook (GROW) is a structured exercise based on personal construct psychology. It is designed to increase self-understanding for making career-related decisions. (SK)

Analyzes similarities of career choice and development theories to determine whether vocational research and counseling field are moving toward integrated theory. Concludes that commonality exists but that theory differences, which are useful for specific populations and purposes, remain. (Author/CM)