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Professional interests play an essential role in professional choices, educational and career counseling, and person-environment fit. The Multilingual Iconographic Professional Interests Inventory (MIPII) has been designed to help elementary school students explore their vocational interests, through self-reflection and increase the likelihood of pursuing satisfying future school and career choices. In this study, factor analyses, internal consistency, and convergent validity of the MIPII were examined on a sample of 756 Iranian elementary school students of the 4th to 6th grades. Exploratory Factor Analysis rendered Things, Leisure, and Culture for both versions of females and males. The 30 most items congruent with the six types of Holland were selected to test the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) model, confirmed in the personality types but not on its circumplexity. Concurrent validity of the MIPII items with the subscales of the Inventory of Children’s Activities (ICA-3) was confirmed. The consistency between the most significant correlation coefficients of MIPII occupations and the primary Holland code of Occupational Information Network (O*NET) classifications was investigated. This inventory proved to possess good psychometrics in assessing Iranian children’s professional interests.

\"Do you need to prepare for an aptitude test for an interview or selection process? Do you want to practise and improve your scores? Ultimate Aptitude Tests, now in its fourth edition and part of the best-selling Ultimate series, is the largest and most comprehensive book of its kind, boasting over 1000 varied practice aptitude questions with accompanying answers and explanations. In such a competitive job market, it's the perfect book to ensure you're entirely prepared to get those high scores and impress potential employers.\"--Publisher description.

PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling.

\"With over a thousand realistic practice questions and detailed answer explanations, Ultimate Aptitude Tests provides essential practice for test takers. The book offers practical skills and understanding of psychological tests, abstract visual tests, verbal and numerical reasoning aptitudes, recruitment tests, aptitude assessment, and different types of mechanical and spatial tests. This updated third edition contains a new section to cover the variety of online testing formats, a new test in the Core Intelligence section, and a free extended version of the test online\"-- Provided by publisher.

Each year, thousands of high school adolescents in Ghana apply for placement into senior high schools via the Computerised School Selection and Placement System (CSSPS) by choosing subject bouquets that have the potential to determine their career interests and subsequent university majors, with little or no guidance from career counselling and assessment professionals. The vocational interest literature has shown that young people develop their career interests and engage in career aspirations much earlier in life. Yet, studies exploring the career interests and choices of high school adolescents in Ghana are sparse. This study aimed to identify the career interests of senior high school (SHS) students in the Tamale Metropolitan Area of northern Ghana and to explore the factors that influence those interests. Data were collected through qualitative interviews with 31 students. Reflexive thematic analysis was used to analyse the data. The students expressed interest in various careers such as becoming agricultural extension officers, medical doctors, teachers, engineers, soldiers, footballers, bank managers, journalists and musicians. Other findings showed that family, socio-cultural factors, personal interest and academic programmes pursued at the SHS had important influences on the career interests and choices of the students. Findings suggest a need for career fairs for high school adolescents as well as group career counselling for students and their parents/guardians. Furthermore, the CSSPS could embed a career interest assessment tool in the first step of the application process, which, in turn, would automatically direct applicants to courses that align well with their vocational interests.