Vraag het aan SIMON!

SIMON (Studievaardigheden- en InteresseMONitor) is een online oriënteringsinstrument dat als doel heeft studiekiezers te informeren over de brede waaier aan opleidingen en over de opleidingen die aansluiten bij de persoonlijke interesses en vaardigheden. Het instrument is vrij beschikbaar op www.vraaghetaansimon.be . Het einddoel is om leerlingen een vrije studiekeuze te laten maken die zo goed mogelijk aansluit bij hun potentieel. Op die manier hopen wij de aansluiting van de instroom op de opleidingen te verbeteren. Daarnaast kunnen we door de onderliggende dataverzameling per opleiding risicofactoren én risicostudenten identificeren, zodat het instrument ook ‘na de poort’ het studierendement kan verhogen

An examination of gender imbalance in Scottish adolescents’ vocational interests

This paper documents Scottish adolescents’ vocational interest types. Our research is based on the responses of 1,306 pupils from 18 secondary schools to an empirically verified online interest inventory test. Our results are threefold. First, the structural validity of the test with the Scottish sample is confirmed by evaluating the underlying circumplex structure of Holland’s RIASEC vocational interests. Second, gender distribution along the six primary vocational interest dimensions is consistent with the research literature: young men scoring higher on the Realistic vocational interest and young women scoring higher on the Social dimension. Finally, we observe that across dimensions, vocational interests of young women are less diverse than those of young men. We discuss how these dissimilarities could lead to differences in education choice and career decision-making.Publisher PDFPeer reviewe

The effects of vocational interest on study results : student person : environment fit and program interest diversity

The extent to which a good person-environment (PE) interest fit between student and study program leads to better study results in higher education is an ongoing debate wherein the role of the study program environment has remained inadequately studied. Unanswered questions include: how diverse study programs are in the interests of their student populations, and how this program interest diversity influences study results, in comparison to individual PE fit? The present study addressed these questions in students (N = 4,635) enrolled in open-access university education. In such an open access system, students are allowed to make study choices without prior limitations based on previous achievement or high stakes testing. Starting from the homogeneity assumption applied to this open access setting, we propose several hypotheses regarding program interest diversity, motivation, student-program interest fit, and study results. Furthermore, we applied a method of measuring interest diversity based on an existing measure of correlational person-environment fit. Results indicated that interest diversity in an open access study environment was low across study programs. Results also showed the variance present in program interest diversity was linked to autonomous and controlled motivation in the programs’ student populations. Finally, program interest diversity better explained study results than individual student fit with their program of choice. Indeed, program interest diversity explained up to 44% of the variance in the average program’s study results while individual student-program fit hardly predicted study success at all. Educational policy makers should therefore be aware of the importance of both interest fit and interest diversity during the process of study orientation

SIMON says: assess personal interests and capacities to improve success and retention

SIMON (Study capacities and Interest MONitor) is an online self-assessment tool that allows secondary education pupils to evaluate their interests and capacities in order to choose a field of study that maximally suits their potential. Apart from an interest inventory that links interests to higher education majors, pupils are informed on their personal chances of success per major. To meet this aim cognitive predictors of academic success are tested, such as ‘mathematic skills’, ‘vocabulary knowledge’ and ‘reading comprehension’. However, non-cognitive elements have also proven to be indicative of success. They are generally not included in admission decision, but are less discriminating and could increase fairness and diversity. Therefore, the non-cognitive elements ‘test anxiety’, ‘academic self-efficacy’, ‘motivation’ and ‘study skills’ are assessed. Once filled out, pupils are provided with the list of majors and the corresponding chances of success. SIMON informs pupils on potential causes of success and failure. They can identify strengths and weaknesses in several cognitive and non-cognitive areas and see how they pertain to different fields of study. Pupils might not be aware of their strengths, especially in non-cognitive domains. SIMON can shed light on the fact that pupils do have the capacities to succeed and can encourage them to subscribe. It is not unthinkable that especially minority groups fall under this category. On the other hand, if there are weaknesses, pupils can learn in which areas. This awareness-raising is the first step towards improvement. SIMON comprises a direct link with remedial activities before and during the studies

SIMON says: what should I study?

SIMON (Study capacities and Interest MONitor) is a freely accessible online self-assessment tool that allows secondary education pupils to evaluate their interests and capacities in order to choose a post-secondary major that maximally suits their potential. The tool consists of two broad domains that correspond with two general questions pupils ask: 'What study fields interest me?' and 'Am I capable to succeed in this field of study?'. The first question is addressed by a RIASEC-type interest inventory that links personal interests to post-secondary majors. Pupils are provided with a personal profile and an overview of majors with their degree of congruence. The output is dynamic: respondents can manipulate their score and they can compare their results to the profile of all fields of study. That way they are stimulated to explore the broad range of majors. To answer whether pupils are capable of succeeding in a preferred major, a battery of tests is provided. This battery comprises a range of factors that are predictive of academic success. Traditional predictors such as (educational) background and cognitive variables (mathematical and verbal skills) are included. Moreover, non-cognitive predictors of academic success (such as 'motivation', 'test anxiety', 'academic self-efficacy' and 'study skills') are assessed. These non-cognitive factors are generally not included in admission decisions although research shows they are incrementally predictive of success and are less discriminating. These tests inform pupils on potential causes of success and failure. More important, pupils receive their personal chances of success per major. These differential probabilities are validated through the underlying research on academic success of students. For example, the research has shown that we can identify 22% of the failing students in psychology and educational sciences. In this group, our prediction is 95% accurate. SIMON leads more students to a suitable major which in turn alleviates student success and retention. Apart from these benefits, the instrument grants insight into risk factors of academic failure. It also supports and fosters the development of evidence-based remedial interventions and therefore gives way to a more efficient use of means