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Abstract
This study was conducted assess the influence of the personality types in Holland's theory on the academic performance of students in nursing schools. The data of 236 junior and senior nursing students in 3 different schools were collected. The instruments for data collection were used with Holland career aptitude test, major satisfaction, and major related academic achievement. The data were analyzed with the Kruskal-Wallis test, Mann-Whitney U test, multiple regression analysis, and Sobel test by using SPSS 21.0. After the analysis, we confirmed that each type has its own course preference problems in completing certain courses based on the subject properties, and there was a significant difference between the grades in theory classes and clinical practicum. In addition, the scores of Types I, S, and A had significant influences on one's academic achievement: positive influences from Types I and S and a negative influence from Type A. Among these, the score of Type S affected academic achievement through the satisfaction with one's own major.
Key Words: Holland's Theory, Academic achievement, RIASEC types, Career aptitude
I.Introduction
Holland's vocational choice theory has long dominated vocational psychology and careers counselling [1]. The theory proposes [2] that most people fit into six personality types (Realistic, Investigative, Artistic, Social, Enterprise, Conventional). Congruence of individuals and environment is related to higher levels of vocational and educational stability, satisfaction, and success (e.g., academic achievement) (Smart, 2010)[3]. Many studies show that this theory accurately predicts students' career choice, interest development, job satisfaction, and professional/academic success [4], but it has not been applied to nursing students.
According to Ahn and Ahn[5], S (social) accords with nursing; Type S students are expected to be satisfied with majoring in nursing and have high academic achievement, while those of Type R (realistic) would have low satisfaction with major and academic difficulties. However, a study [6] on nursing students reported that Types E and S have high satisfaction with their major, Types I, E, and S have high academic achievement, and Types A and R show academic difficulties ; this does not exactly match Holland's theory and certain properties do not appear to be restricted to a single type. Additionally, earlier studies reported that "aptitude-major match" has weak or inconsistent relationships with academic achievement, compared satisfaction...