435–437; and environmental differ-
ences, 435; and individual differences,
435; needs and skills in, 430–433; and
other person variables, 442–443; and
personality, 441–442; propositions of,
449–452; satisfaction in, 433–434;
structure versus style in, 439–440
Person-environment-correspondence the-
ory (PEC) propositions, 449–452; cul-
tural validity of, 458; explanation of,
452–454; intergenerational validity of,
459; research backing, 454–455; valid-
ity of, and individual differences,
455–458
Person-environment-correspondence the-
ory (PEC) variables: and E measure-
ment, 448–449; measurement of,
443–449; and needs, 445–447; and
personality profile, 448; and personal-
ity structure, 447; and personality
style, 447–448; and skills, 443–445
Position Classification Inventory (PCI;
Gottfredson and Holland), 387,
391–392
Psychological Assessment Resources, 378
Psychological theory, 427–428
Psychology of Careers, The(Super), 153
Psychology of Occupations, The(Roe), 4–6
QQualitative Action-Project Method, 228
SSCCT. SeeSocial cognitive career theory
(SCCT)
Schools: academic differentiation in, 46;
differences in, 47–51; inequalities in
access in, 45; mobility in, 45–46; struc-
tural features of, 43–51
School-to-Work Opportunity Act, 65
Self-concepts, vocational: in career con-
struction, 160–166; classification of,
163–164; development of, 161–163;
and role models, 162–163; role of par-
ents in, 161–162; and social networks,
164–166
Self-Directed Search (SDS; Holland,
Fritzsche, and Powell), 190, 313, 376,
389–391; steps in using, 390
Self-efficacy: developing and modifying
percepts of, 291–293; role of, 278–279,
514
Social cognitive career theory (SCCT;
Lent, Brown, and Hackett), 255–302;
application of, to E case study, 300–
302; application of, to K case study,
296–300; choice model of, 272–277;
empirical support for, 279–282; generiz-
ability of, 282–286; interest develop-
ment model of, 264–272; interventions
derived from, 286–294; key theoretical
constructs of, 261–264; performance
model of, 277–279; person-environ-
ment interaction in, 260–261; social
cognitive roots of, 258–260; and theory
convergence, 256–258
Social space, 91
Socialization theory: of individual differ-
ences, 108–110; research disproving,
110–115.See alsoGottfredson’s theory
of occupational aspirations
Standard Occupational Classification Man-
ual(United States Department of
Commerce), 313
Strong Interest Inventory (SII; Harmon,
Hansen, Borgen, and Hammer), 190,
313, 392, 510
Strong Vocational Interest Blank
(Strong), 313
Strong-Campbell Interest Inventory
(Campbell and Holland), 376–377, 488
Suin-Lew Asian Self-Identity Accultura-
tion scale, 489
T
Theory convergence, 11–19; revisited,
512–513; and theories rooted in logi-
cal positivism, 12–13; and theories
rooted in social constructionism,
13–15
“Theory of Vocational Development, A”
(Super), 153
Theory of work adjustment (TWA; Dawis
and Lofquist), 427, 449, 454, 511; six
values identified in, 446. See alsoPer-
son-environment-correspondence the-
ory (PEC)
Tracking, 43–45
Trait development principles, 117–123SUBJECT INDEX 533