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Realistic Major Previews in the School‐to‐College Transition of Italian High School Students
Author(s) -
Lent Robert W.,
Nota Laura,
Soresi Salvatore,
Ferrari Lea
Publication year - 2007
Publication title -
the career development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.846
H-Index - 53
eISSN - 2161-0045
pISSN - 0889-4019
DOI - 10.1002/j.2161-0045.2007.tb00031.x
Subject(s) - context (archaeology) , psychology , persistence (discontinuity) , transition (genetics) , subject matter , outcome (game theory) , job satisfaction , mathematics education , social psychology , pedagogy , engineering , curriculum , mathematics , paleontology , biochemistry , chemistry , geotechnical engineering , mathematical economics , biology , gene
Industrial/organizational researchers have reported that realistic job previews diminish prospective workers' expectations but promote the satisfaction and persistence of those who ultimately accept a job assignment. The authors applied this strategy to the context of school‐to‐college transition; 354 Italian high school students were provided with a 2‐hour lecture designed to simulate exposure to a college major of their choice. Students showed moderate pre‐post increases in subject matter knowledge but reported small decreases in interests and outcome expectations (but not self‐efficacy) related to the academic major to which they were exposed.