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https://doi.org/10.3389/fpsyg.2022.896710
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A comparison between different ways to assess demands-abilities fit in higher education: Empirical results and recommendations for research practice
[Zeitschriftenartikel]
Abstract Researchers studying person-environment fit can choose between various measurement approaches. Even though these measures are distinctly different, they often get used interchangeably, which makes interpreting the results of person-environment fit studies difficult. In the present article, we contra... mehr
Researchers studying person-environment fit can choose between various measurement approaches. Even though these measures are distinctly different, they often get used interchangeably, which makes interpreting the results of person-environment fit studies difficult. In the present article, we contrast the most commonly used measurement approaches for person-environment fit in higher education and compare them in terms of explained variance. We obtained data on the fit as well as subjective and objective study-related outcomes of N = 595 university students. We analyzed the fit between the demands of the study program and the abilities of the student, using the algebraic, squared and absolute difference score, response surface analysis (RSA), and direct fit as measurement approaches. Our results indicate that RSA explains the most variance for objective outcomes, and that direct fit explains the most variance for subjective outcomes. We hope that this contribution will help researchers distinguish the different measurement approaches of demands-abilities fit (and ultimately person-environment fit) and use them accordingly.... weniger
Thesaurusschlagwörter
Studierfähigkeit; Studienanforderung; Studienerfolg; Zufriedenheit; Studium; Messung
Klassifikation
angewandte Psychologie
Freie Schlagwörter
person-environment fit theory; demands-abilities fit; measurement approaches; response surface analysis; difference score; study success; grades; study satisfaction
Sprache Dokument
Englisch
Publikationsjahr
2022
Zeitschriftentitel
Frontiers in Psychology, 13 (2022)
ISSN
1664-1078
Status
Veröffentlichungsversion; begutachtet (peer reviewed)
Lizenz
Creative Commons - Namensnennung 4.0
FörderungDie Publikation wurde durch den Publikationsfonds der Leibniz-Gemeinschaft für Artikel in Open-Access-Zeitschriften gefördert.