1. Introduction
John Holland’s theory on making vocational choices
supports the idea that college students with different interests
have different personality types. Holland’s work has had a
significant influence on the field of vocational and industrial-
organizational psychology, generating a huge amount of
research on conceptualizing vocational interests, career
decision-making, developing interest inventories, categorizing
occupational information, and counseling for career
development and advising (Savickas & Gottfredson, 1999).
Holland hypothesized that people would be more
successful and satisfied in their jobs if their personality and
work environment were compatible. This theory is widely
known as the “Big 6 Vocational Interest Theory.” Previous
research supports a connection between vocational self-
efficacy domains and an individual’s interests, occupations,
and future career aspirations (Larson & Borgen, 2006). Betz,
Heesacker and Shuttleworth (1990) believe that the realism of
an individuals’ career choice is determined by the match
between their occupational self-efficacy and their level of
interest in their field.
Method
!
Participants
• 50 seniors in their last semester at Merrimack College
• Participants were recruited via email and offered $15 and feedback on
their online vocational interest test
Materials
• Participants completed a brief questionnaire which gathered
demographics, major path, career goals, and satisfaction with current
major and future job prospects.
• The Holland Code Career Test, from the online source Truity (http://
www.truity.com/test/Holland code-career-test), was used to determine
the participant’s personality type and 3-digit Holland code.
• Merrimack’s college major code was defined by combining similar
school’s ‘Majors/Minors Three Digit Code’ model(s).
Procedure
• The study was conducted individually a private office in the
Psychology Department at Merrimack
• The entire study took approximately 30 minutes
Computation of Key Study Variables.
To get a measure of congruence between Holland personality type
(RIASEC) and college major, a congruence matrix was constructed.
Abstract
Holland hypothesized that a high congruence between his RIASEC personality type and work environments would result in a high level of
satisfaction. The present study attempts to apply Holland’s theory to college students and their major selection. Fifty seniors from a small
Catholic college in New England served as participants in this study. Consistent with the study hypotheses, results show significant
correlations between level of congruence and satisfaction with major choice (r=0.47;p<0.05); and satisfaction with future job prospects for
double majors (r=0.58;p<0.05). However, contrary to expectations these relationships were only observed for double majors. Research for
these differences were explored. Findings have the potential to improve college students’ understanding of vocational interest and assist in
major and career advisement.
Results
The frequency distribution of congruence scores by major status is
presented to the right. These findings support the first hypothesis that
Holland personality scores and the Holland major code are congruent.
Contrary to my second hypothesis, a negative relationship
(r=-.32, p<.05) was observed between congruence and satisfaction with
major for single majors, see below.
For double majors the data does support the second hypothesis. A
significant positive relationship was observed between congruence and
satisfaction with major (r=.47, p<.05). In addition, there was a
significant positive relationship between congruence and satisfaction
with future job prospects (r=.58, p<.05).
In accordance with my third hypothesis, connecting the level of
satisfaction with major and the level of satisfaction with future job
prospects, a significant positive relationship was found for both single
and double majors.
Single majors: (r=.61, p<.01)
Double majors: (r=.58, p<.01)
*. Correlation is significant at the 0.05 level (1-tailed)
Conclusions
Since personality and vocational interest tests are widely used in the advising processes when declaring and pursing a college major, the findings
from this study have the potential to improve vocational aspiration understanding and career advisement for future college students:
• Congruence was found between personality type and the Holland major code model that was developed.
• Double major participants showed a strong positive correction between this congruence and satisfaction with their college major (s).
• Both single and double major participants showed a strong positive correlation between levels of satisfaction with major and satisfaction with
future job prospects.
Alexandra D. Finney
Merrimack College
Literature Cited
Betz, N. E., Heesacker, R. S., & Shuttleworth, C. (1990). Moderators of the congruence and realism of major
and occupational plans in college students: A replication and extension. Journal of Counseling
Psychology, 37(3), 269-276.
Larson, L.M., & Borgen, F.H. (2006). Do personality traits contribute to vocational self-efficacy?. Journal of
Career Assessment, 14, 295-308. doi:10.1177/1069072706286446
Savickas, M.L., & Gottfredson, G.D. (1999). Introduction: Holland’s theory (1959-1999): 40 years of research
and application. Journal of Vocational Behavior, 55, 1-4.
The Present Study Hypothesizes:
• There will be congruence between the Holland personality type
and (RIASEC) college major type.
• The greater the congruence between the Holland personality
type (RIASEC) and choice of major, the greater the satisfaction
with major.
• The greater the satisfaction with the major, the greater the
satisfaction with future job prospects.
Major Code
HollandCode
1st Letter 2nd Letter 3rd Letter
1st Letter High High High
2nd Letter Moderate Moderate Moderate
3rd Letter Low Low Low
Acknowledgments
Psi Chi- 2012-2013 Undergraduate Research Grant Recipient