TY - JOUR
T1 - Interest–Ability Profiles: An Integrative Approach to Knowledge Acquisition
AU - Hyland, William E.
AU - Hoff, Kevin A.
AU - Rounds, James
N1 - Funding Information:
Hypothesis 2a predicted that profiles characterized by dominant spatial ability, quantitative ability, Realistic interests, and Investigative interests would be more knowledgeable about the physical sciences than other areas. This hypothesis was supported by the intellectual/mathematical profile, which scored the highest in physical science knowledge, and partially supported by the science profile, which scored second-highest in physical science after mechanical. Both the intellectual/mathematical and science profiles had similar weaknesses in knowledge, scoring lowest in the humanities and civics.
Publisher Copyright:
© 2022 by the authors.
PY - 2022/9
Y1 - 2022/9
N2 - Cognitive abilities and interests both play an important role in guiding knowledge acquisition, but most previous studies have examined them separately. The current study used a large and representative dataset to integrate interests and abilities using a person-centered approach that examines how distinct profiles of interests and abilities relate to individual strengths and weaknesses in knowledge. Two key findings emerged. First, eight interest–ability profiles were generated from Latent Profile Analysis (LPA), which replicated and extended the interrelations of interests and abilities found in previous studies using variable-centered approaches. Second, each profile’s strongest knowledge scores corresponded to their strongest abilities and interests, highlighting the importance of interest–ability profiles for guiding the development of knowledge. Importantly, in some domains, the lower ability profiles were actually more knowledgeable than higher ability profiles. Overall, these findings suggest that people learn best when given opportunities to acquire knowledge relevant to both their interests and abilities. We discuss how interest–ability profiles inform integrative theories of psychological development and present implications for education and career development.
AB - Cognitive abilities and interests both play an important role in guiding knowledge acquisition, but most previous studies have examined them separately. The current study used a large and representative dataset to integrate interests and abilities using a person-centered approach that examines how distinct profiles of interests and abilities relate to individual strengths and weaknesses in knowledge. Two key findings emerged. First, eight interest–ability profiles were generated from Latent Profile Analysis (LPA), which replicated and extended the interrelations of interests and abilities found in previous studies using variable-centered approaches. Second, each profile’s strongest knowledge scores corresponded to their strongest abilities and interests, highlighting the importance of interest–ability profiles for guiding the development of knowledge. Importantly, in some domains, the lower ability profiles were actually more knowledgeable than higher ability profiles. Overall, these findings suggest that people learn best when given opportunities to acquire knowledge relevant to both their interests and abilities. We discuss how interest–ability profiles inform integrative theories of psychological development and present implications for education and career development.
KW - vocational interests
KW - cognitive ability
KW - knowledge acquisition
KW - trait complexes
KW - PPIK
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U2 - 10.3390/jintelligence10030043
DO - 10.3390/jintelligence10030043
M3 - Article
C2 - 35893274
SN - 2079-3200
VL - 10
JO - Journal of Intelligence
JF - Journal of Intelligence
IS - 3
M1 - 43
ER -