TY  - JOUR
A1  - Vock, Miriam
A1  - Köller, Olaf
A1  - Nagy, Gabriel
T1  - Vocational interests of intellectually gifted and highly achieving young adults
JF  - British journal of educational psychology
N2  - Background.Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high-school graduates can be expected. Aims.Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. Sample.N= 4,694 German students (age: M= 19.5, SD= .80; 54.6% females) participated in the study (TOSCA; Koller, Watermann, Trautwein, & Ludtke, 2004). Method. Interests were assessed in participants' final year at school and again 2 years later (N= 2,318). Results.Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. Conclusions.At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling.
Y1  - 2013
U6  - https://doi.org/10.1111/j.2044-8279.2011.02063.x
SN  - 0007-0998
VL  - 83
IS  - 2
SP  - 305
EP  - 328
PB  - Wiley-Blackwell
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Dumont, Hanna
A1  - Neumann, Marko
A1  - Nagy, Gabriel
A1  - Becker, Michael
A1  - Rose, Norman
A1  - Trautwein, Ulrich
T1  - Class composition Effects in non-academic lower secondary school tracks in the state of Baden-Württemberg
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2  - The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account.
KW  - Academic achievement
KW  - tracking
KW  - reading comprehension
KW  - mathematics
KW  - composition effects
Y1  - 2013
U6  - https://doi.org/10.2378/peu2013.art16d
SN  - 0342-183X
VL  - 60
IS  - 3
SP  - 198
EP  - 213
PB  - Reinhardt
CY  - München
ER  -