|von Maurice, Jutta|
|Title||Chance experiences and interest structure. Primary data on choice behavior of first-year students.|
|Original Title||Zufallserfahrungen und Interessenstruktur. Primärdaten einer Untersuchung zum Wahlverhalten von Studienanfängern.|
|Citation||von Maurice, J., & Scheller, R. (2004). Chance experiences and interest structure. Primary data on choice behavior of first-year students. [Translated Title] (Version 1) [Data and Documentation]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology Information ZPID. https://doi.org/10.5160/psychdata.meja92zu09|
|Language of variable documentation||German|
|Responsible for Data Collection||von Maurice, Jutta; Scheller, Reinhold|
|Data Collection Completion Date||1992|
|Study Description||In light of the use of the term chance in psychological and sociological literature, a model has been developed that embeds chance with rational considerations. Nine types of chance experiences at a target level (alternatives, knowledge, emotions) and a source level (person, event, information) are distinguished.
In the context of a college degree choice, the relevance of random past experiences and how these relate to features of a student's structure of interests is considered. A survey of 217 first-year college students showed that 61.3% of respondents reported at least one random experience. Chance experiences particularly increased the number of study alternatives. Chance experiences, on average, were rated as important in terms of the college degree choice students made. A weak, negative correlation was found between the number of remembered experiences and the differentiations within the interest profile. Based on these results it can be concluded that random past experiences should be considered in the context of professional aim and development. The primary data of the survey and some derived variables are provided.
|Keyphrase||role of chance events in selection of college major & structure of vocational interests, 217 college freshmen, questionnaire, primary data|
|Rating||The "General Interest Structure Test" (Allgemeine Interessen-Struktur-Test, AIST) by Bergmann and Eder (1992) can be deemed objective, reliable, and valid according to the instructions of the manual and independent analyzes. The inventory measuring aspects choice (developed within the scope of this study and drew on Salomone and Slaney (1981) and Scott and Hatalla (1990)) as well as the random inventory that was generated for the purpose of a premier operationalization of a newly-developed random model should be seen as research tools, the quality criteria of which could not be validated.|
|Classification||Occupational Interests & Guidance|
|Controlled Terms||Chance (Fortune)
Occupational Interest Measures
|Research Method Description||Questionnaire Data|
|Classification of Data Collection||Fully Standardized Survey Instrument (provides question formulation and answer options)|
|Research Instrument||Measuring the involvement of chance in a college student's choice of major using a random inventory: Statements that represent 9 different forms of random experiences were presented. The 9 experiences spanned both the target (Alternative, emotion knowledge) and source (person, event, information) objectives. The subjects first indicated whether they had personally experienced the respective random experiences (no former experience was indicated with a 0). Random experiences were then sorted according to their importance (assigning the values 1 to a maximum of 9). The subjectively most important item was then classified in terms of its general importance on a 6-point Likert scale, ranging from "very unimportant" to "very important".
Used an inventory to measure the importance of different aspects of choice when choosing a major: 28 aspects deemed influential on the choice of major were presented. Each of the experiences was weighed on a 6-point Likert scale ranging from "very unimportant" to "very important."
Acquisition of vocational interests according to the Holland's interest model (1985) and the AIST by Bergmann and Eder (1992). 60 activities were presented from different areas of interest. Interest in an activity was assessed using a 5-point scale ranging from "interests me greatly; I really enjoy doing that" to "does not interest me at all; I do not enjoy doing that at all."
Measurement of socio-demographic variables, gender, age, college major, previous vocational training, and previous college studies.
Measurement of certainty that the right choice of college major was made using a 6-point Likert scale ranging from "very unsure" to "very sure."
|Data Collection Method||Data collection in the presence of an experimenter
- Group Administration
- Paper and Pencil
|Time Points||single measurement|
|Survey Time Period||October 1992|
|Characteristics||Distributed the questionnaire during general orientation for new students.|
|Population||German freshman college students|
|Subject Recruitment||The questionnaires were distributed at freshmen orientation held at the Student Counseling Centre of the University of Trier in the Auditorium Maximum and were processed after the event. The event manager pointed the survey out to attending freshman and asked for their cooperation. The event was held across two days and divided according to the various departments of study.|
|Sample Size||217 individuals|
|Return/Drop Out||A total of 300 questionnaires were issued to volunteers. Of these, 253 (84.3%) were returned. Of these, 36 had to be excluded from further analysis because important information was missing. Thus, the return rate of usable questionnaires was 72.3%.|
|Gender Distribution||56,2 % female subjects (n=122)
43,8 % male subjects (n=95)
|Age Distribution||18-34 years|
Aspects of choice inventory
General interest-structure test
Surety of subject's choice of major
|Data Status||Complete Data Set|
|Original Records||Questionnaire filled out by either the subject or the experimenter containing closed and/or open answers|
|Transformation||A data matrix was created by transferring the information from the questionnaire into numerical values by applying simple coding rules. Data were subjected to a consistency check. This data matrix (meja99zu99_pd.txt) is provided along with the associated code book (meja99zu99_kb.txt).
Calculations were drawn from the data matrix: 60 items of the AIST were reduced to 6 scales. The transformation instructions (meja92zu009_aa.txt) are provided as well as the derived data of matrix (meja92zu09_ad.txt).
|Description||Primary data of the study|
|Data Content||217 subjects, 105 variables|
|Data Points||217*105=22,785 data points|
|Variables||Number of subjects (1), Items of AIST (60), Demographic variables (5), Surety of choice of major (1), Random Inventory (9), Importance of the most significant random experience (1), Inventory of different aspects of choice (28)|
|Description||Primary data and derived variables of the study|
|Data Content||217 subjects, 111 variables|
|Data Points||217*111=24,087 data points|
|Variables||Number of subjects (1), Items of AIST (60), Demographic variables (5), Surety of choice of major (1), Random Inventory (9), Importance of the most significant random experience (1), Inventory of different aspects of choice (28), reduced scales of AIST (6)|
|German codebook of primary data set meja92zu09_pd.txt||meja92zu09_kb.txt|
|Transformation instructions of primary data set meja99zu99_pd.txt||meja92zu09_aa.txt|
|Publications Directly Related to the Dataset|
|Utilized Test Methods|
|Bandura, A. (1982). The psychology of chance encounters and life paths. American Psychologist, 37, 747-755.|
|Cabral, A. C. & Salomone, P. R. (1990). Chance and careers: Normative versus contextual development. The Career Development Quarterly, 39, 5-17.|
|Holland, J. L. (1985). Making vocational choices. A theory of vocational personalities and work environments (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.|
|Miller, M. J. (1983). The role of happenstance in career choice. Vocational Guidance Quarterly, 32, 16-20.|
|Munn, N. L. (1983). More on chance encounters and life paths. American Psychologist, 38, 351-352.|
|Salomone, P. R. & Slaney, R. B. (1981). The influence of chance and contingency factors on the vocational choice process of nonprofessional workers. Journal of Vocational Behavior, 19, 25-35.|
|Scott, J. & Hatalla, J. (1990). The influence of chance and contingency factors on career patterns of college-educated women. The Career Development Quarterly, 39, 18-30.|
|Seligman, D. (1981). Luck and careers. Fortune, 104 (10), 60-72.|
|Simon, H. A. (1979). Models of thought. New Haven, CT: Yale University Press.|
|Stagner, R. (1981). Training and experiences of some distinguished industrial psychologists. American Psychologist, 36, 497-505|