Investment theory and tilt: Evidence from jobs and job families

IF 3.3 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Intelligence Pub Date : 2024-10-19 DOI:10.1016/j.intell.2024.101872

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Abstract

Cattell's (1987) investment theory states that individuals make choices to “invest” their cognitive ability in some areas but not in others. The theory suggests that individuals should gravitate to training and occupations that align with their investments. To test this theory, scores reflecting academic ability (ACAD) and technical knowledge (TECH) were derived from the Armed Services Vocational Aptitude Battery for a large sample of United States Air Force enlistees. The ACAD and TECH scores were used to create an index of ACAD-TECH tilt. Analyses were performed separately for 19 training courses with a technical knowledge requirement (mechanical or electronic) and 34 courses with no technical knowledge requirement. Consistent with investment theory, most of the technical training courses (63 %) had a technical tilt (TECH > ACAD), whereas most of the non-technical training courses (88 %) had an academic tilt (ACAD > TECH). ACAD had the strongest correlation with training grades for both the technical (r = 0.386) and non-technical (r = 0.318) courses. Tilt demonstrated weaker correlations with training grades than either ACAD or TECH for both the technical and non-technical courses. Final School Grade (FSG) was regressed on ACAD, TECH, and Sex. Similar results were observed for all courses, technical courses only, and non-technical courses only. ACAD was significantly correlated with FSG, with little incremental validity for either TECH (Δ r from 0.000 to 0.010) or the contribution of TECH and Sex (Δ r from 0.001 to 0.012).

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投资理论与倾斜：来自工作和工作家庭的证据

卡特尔（1987 年）的投资理论认为，个人会选择将其认知能力 "投资 "于某些领域，而不是其他领域。该理论认为，个人应倾向于与其投资相一致的培训和职业。为了验证这一理论，我们从美国空军应征入伍者的大量样本中提取了反映学术能力（ACAD）和技术知识（TECH）的分数。ACAD 和 TECH 分数被用来创建 ACAD-TECH 倾斜指数。对 19 门有技术知识要求（机械或电子）的培训课程和 34 门无技术知识要求的课程分别进行了分析。与投资理论一致，大多数技术培训课程（63%）具有技术倾斜（TECH > ACAD），而大多数非技术培训课程（88%）具有学术倾斜（ACAD > TECH）。在技术课程（r = 0.386）和非技术课程（r = 0.318）中，ACAD 与培训成绩的相关性最强。在技术课程和非技术课程中，倾斜度与培训成绩的相关性均弱于 ACAD 或 TECH。最终学业成绩（FSG）对 ACAD、TECH 和性别进行了回归。所有课程、仅技术课程和仅非技术课程的结果相似。ACAD 与 FSG 有明显的相关性，而 TECH（Δ r 从 0.000 到 0.010）或 TECH 和性别（Δ r 从 0.001 到 0.012）的贡献几乎没有增效作用。

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来源期刊

Intelligence PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.80

自引率

13.30%

发文量

审稿时长

69 days

期刊介绍： This unique journal in psychology is devoted to publishing original research and theoretical studies and review papers that substantially contribute to the understanding of intelligence. It provides a new source of significant papers in psychometrics, tests and measurement, and all other empirical and theoretical studies in intelligence and mental retardation.